Discourse markers in academic writing



Palabras clave:

discourse markers, Academic Writing, students’ linguistic competence, typology of exercises


The complex process of writing academic documents has presented serious challenges to students of the English Language Major. The analysis of subjects like Academic Writing revealed this problematic situation finds its root in the insufficient treatment of discourse connectors in the syllabus implemented in the English Language Major. This information serves to the purpose of designing a proposal of a typology of exercises that supports the teaching-learning process of discourse connectors and enhances the students’ competence while using them in Academic Writing. To accomplish the mentioned tasks, several scientific methods are used, such as Analysis-Synthesis, Historical-Logical and Hermeneutic. Furthermore, the statistical technique serves to a qualitative and quantitative assessment of the results of the application and relevance of this contribution.


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