The present study aims to characterize the school argumentation under the pragma linguistic approach from the analysis of argumentative texts written by a group of adolescents (average age 16) in the last grade of secondary school of regular basic education. Within the framework of this investigation, the pragmatic and linguistic components are explained, such as the illocutionary force of the argumentative act, the rhetorical support and the argumentative orientation. Since the configuration of the school argumentation is shown, the research methodology is designed as a qualitative investigation with descriptive approach. The results show the recurrent use of reservations, declarations of use and reiteration of the point of view in the production of its arguments. On the other hand, the argumentative structure that students design in all their arguments is preferably clustered. Likewise...

This study suggests an interdisciplinary model for the analysis of school argumentation that applies the Theory of Argumentation to the educational field. For the reconstruction of the school argumentative discourse, two theoretical tools have been used: Lo Cascio’s (1998) textual linguistics —useful in order to discover the argumentative framework— and the new rhetoric of Perelman and Olbrechts-Tyteca (1958/1989), which will serve to recognize the argumentative techniques used. The method of this work is a qualitative research with descriptive orientation; the latter aspect can be seen in the systematic observation of the elements that make up the argumentation, the graphic representation of the arguments and the identification of the argumentative techniques used by the students in their dissertation. The evaluation of these data provides an understanding of the relationship betw...

Se examina los textos escritos a fin de descubrir las características pragmáticas y lingüísticas en las que basan la elaboración de su argumentación escolares que cursan el quinto grado de secundaria de una institución educativa pública ubicada en el distrito de Bellavista (Callao). Propone el enfoque pragmalingüístico como el modelo adecuado para analizar las características pragmáticas, lingüísticas y retóricas de la argumentación escolar escrita. Identifica el acto ilocucionario de la argumentación. Representa los elementos de la argumentación escolar a través de la construcción de la estructura argumentativa. Reconoce a los conectores, reformuladores y operadores argumentativos como las propiedades que ayudan a construir la estructura argumentativa de los textos escolares. Identifica el soporte retórico a través del uso de las técnicas argumentativas.