Desarrollo de la cohesión gramatical y léxica en la escritura de textos expositivos en el quinto año de educación básica.

Abstract

This curricular integration project aimed to contribute to the development of grammatical cohesion and lexical cohesion in the writing of expository texts for fifth-year EGB students. This project was carried out based on the identified problem, since the writings reflected confusion and the overall meaning of the text was not clearly understood. Therefore, a set of activities was applied in an educational institution located in the province of Azuay, specifically in the city of Cuenca. An action research methodology was used, with a socio-critical paradigm and a qualitative approach that included participant observation during pre-professional practices. The information collected was documented in field diaries and observation guides. For the intervention proposal, the use of pronouns that avoid the repetition of words already mentioned, logical connectors that allow ideas to be joined in a coherent manner, and synonyms that helped replace words with others with similar meanings were considered. The results showed that the application of the proposal allowed the active participation of students when working individually, in pairs and groups, so that with the constant practice of the exercises, the organization of the mind was encouraged through attractive and accessible resources so that students could stimulate their reasoning and develop writing skills. The main conclusions revealed that the set of activities contributed to the construction of expository texts with adequate textual cohesion.