出版社：Universidad Distrital Francisco José de Caldas
摘要：Writing, a complex and socially valuable process, is understood as an acquired ability developed in the first stages of the educational system. This means that once students get to university, they are already prepared to show their discursive and textual competences. This should be the case after eleven school years; however, what the facts show is that university writing production presents many flaws at conceptual, structural-textual and formal levels. This being the case, written culture in university demands a personal and institutional compromise to build up a conscience towards writing; for this reason, it is necessary to think upon this reality and to offer an interdisciplinary plan in which the area of language works in tandem with other areas of knowledge. The plan proposed in this paper is theoretically supported by authors like Creme and Lea (2000), Narvaja de Arnoux (2002), Carlino (2005) and Cassany (2006), for they defend the roll of reading and writing at university level and make proposals which help to promote a renewal in the value and treatment of university reading and writing. Methodologically speaking, a field-work in the area of mathematics allowed us to elaborate a feasible project. Four questionnaires were valued and applied, and based upon those results a didactic-based proposal was designed. To conclude, reading and writing must be dealt with in an interdisciplinary way and as a compromise assumed by everyone, as there are specific needs about specialized academic texts which may be met by the appliance of a reading and writing project related with the curriculum and the rest of the disciplines.
