Abstract

The development of written communication skills is a relevant topic in higher education since it is necessary to articulate the progress of writing in line with disciplinary learning. On this basis, the purpose of this research is to propose a writing model that can be used in diverse specialized academic contexts. The elaboration of this model is based on theoretical and practical foundations that pinpoint the need to be situated in a disciplinary academic genre; in written production understood as a process, as it has different stages that function recursively; in the function of the teacher or monitor correction to provide scaffolding; in self-correction to promote the autonomy of the writer and in the socialization of the composition. Finally, the contribution of this study is to design a situated, articulated, and integrative didactic proposal for academic writing, which allows to have guidelines for teaching discourse genres in higher education.