Resumptive strategies in the heterogeneous classroom

Abstract

We consider that formal instruction of certain school genres contributes to cognition. Having this in mind, we aim to offer a set of didactic strategies to address the abstract genre since: it is a popular genre at school; it allows to diagnose, analyse and assess both reading and writing; it works as a learning strategy and a studying technique; and it enables the production of other genres. Previous informal surveys showed that it is a genre of wide discursive circulation, but of little or no teaching. In this context, the heterogeneous classroom of current High School, requires the explicit and systematic teaching of this genre, the presentation of exemplary models and ways of proceeding for their realization, collective resolution and tuition in the learning process to gradually achieve the path from heteronomy to autonomy in its production. Likewise, it demands flexibility in the types of resolutions, plasticity linked to the development of diverse strategies and alternative resumptive forms attending to the diversity of capabilities within the class group.