This article analyzes the impact of the instructional redesign of a course aimed at developing written communication skills, implemented in 2018 at a private university in Lima, Peru. The research is framed within the socio-discursive interactionism (SDI) model, which views writing as a situated practice shaped by specific communicative contexts. It also draws on the Writing Across the Curriculum (WAC) approach, which promotes writing as a transversal tool across all disciplines, emphasizing its cognitive (Writing to Learn), critical (Writing to Engage), and rhetorical (Writing in the Disciplines) dimensions. The study focused on the rhetorical component, adopting a quasi-experimental design with pre- and post-intervention assessments in two groups: experimental and control. The results show a moderate impact on the development of rhetorical competence, reflected in a greater alignment o...

La investigación realizada tiene dos propósitos principales. En primer lugar, a nivel teórico, delimita un objeto de estudio particular: el drama; el cual ha sido confundido frecuentemente con el teatro. Se plantea que dicho objeto admite una lectura autónoma respecto a su representación escénica, como lo advertía Aristóteles en la Poética; y, al mismo tiempo, que debe ser incorporado al dominio de los estudios literarios como un género específico, distinto de la narrativa o la poesía, según fue defendido por el investigador Jiří Veltruský. Con ello, se busca incorporar a este campo de investigación un conjunto de obras –los dramas peruanos, especialmente los contemporáneos– que casi no ha sido atendido por la Academia. En segundo lugar, a nivel crítico, propone llenar este vacío con el examen de una obra dramática, El Sistema Solar de Mariana de Althaus, a parti...

This article analyzes the impact of the instructional redesign of a course aimed at developing written communication skills, implemented in 2018 at a private university in Lima, Peru. The research is framed within the socio-discursive interactionism (SDI) model, which views writing as a situated practice shaped by specific communicative contexts. It also draws on the Writing Across the Curriculum (WAC) approach, which promotes writing as a transversal tool across all disciplines, emphasizing its cognitive (Writing to Learn), critical (Writing to Engage), and rhetorical (Writing in the Disciplines) dimensions. The study focused on the rhetorical component, adopting a quasi-experimental design with pre- and post-intervention assessments in two groups: experimental and control. The results show a moderate impact on the development of rhetorical competence, reflected in a greater alignment o...