Publicación: Presentación de la etapa de Contextualización – Academic reading and writing II
| dc.contributor.author | Rubén Mauricio Muñoz Morales | |
| dc.contributor.corpauthor | Fundación Universitaria Compensar | |
| dc.date.accessioned | 2026-09-01T05:13:00Z | |
| dc.date.available | 2026-09-01T05:13:00Z | |
| dc.date.issued | 2026-09-01 | |
| dc.description.abstractenglish | The Recognition stage opens the course by inviting students to become aware of their current academic and professional communication skills before engaging in more demanding analytical and productive tasks. Its purpose is fundamentally diagnostic and reflective: students activate prior knowledge related to argumentation, coherence, and the interpretation of academic texts and visual data, while identifying their individual strengths and areas for growth. Through the diagnostic quiz, students assess their ability to identify main ideas and supporting details, recognize overall text structures, and interpret information presented in charts, graphs, tables, and diagrams, all framed within realistic professional scenarios that mirror workplace demands such as extracting key findings and selecting relevant information for an audience. In the introductory forum "Mapping our professional communication landscape," students reflect on real academic or professional situations in which clear communication was essential, describe the challenges they have faced regarding argument clarity, data interpretation, and audience adaptation, and articulate the communication skills they most want to strengthen. The animated glossary complements this process by establishing shared conceptual ground around key course terms such as academic integrity, cohesion, coherence, critical reading, peer review, plagiarism, and proofreading, each connected to authentic academic and workplace situations. Beyond diagnosis, this stage establishes the foundation for the integrative project that will be developed progressively throughout the semester: by clarifying their starting point in reading comprehension, analytical precision, and reflective thinking, students prepare to transform academic research into professional oral communication in subsequent stages. The Recognition stage thus functions as the entry point to the course learning outcome — expressing arguments and information precisely, coherently, and fluently — by ensuring that every student begins with a clear, honest picture of their own communicative profile and a personal roadmap for growth. | |
| dc.description.version | 1 | |
| dc.format.extent | 7,64 MB | |
| dc.format.mimetype | application/x-compressed | |
| dc.identifier.uri | https://repositoriocrai.ucompensar.edu.co/handle/compensar/6263 | |
| dc.language.iso | eng | |
| dc.publisher | Fundación Universitaria Compensar, 2026 | |
| dc.publisher.providerCountry | Colombia | |
| dc.relation | https://repositoriocrai.ucompensar.edu.co/reda/SCORM/1.Ciencias_sociales_educacion/Academic_reading_and_writing_II/3.contextualizacion/scormcontent/ | |
| dc.rights.accessrights | info:eu-repo/semantics/closedAccess | |
| dc.rights.creativecommons | Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) | |
| dc.rights.holder | Derechos Reservados - Fundación Universitaria Compensar | |
| dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | |
| dc.source | https://repositoriocrai.ucompensar.edu.co/reda/SCORM/1.Ciencias_sociales_educacion/Academic_reading_and_writing_II/3.contextualizacion/scormcontent/ | |
| dc.subject.unesco | Diagnostic assessment | |
| dc.subject.unesco | Critical reading | |
| dc.subject.unesco | Communicative awareness | |
| dc.subject.unesco | Text structure | |
| dc.subject.unesco | Data interpretation | |
| dc.title | Presentación de la etapa de Contextualización – Academic reading and writing II | spa |
| dc.title.alternative | Applied critical reading and writing | |
| dc.type | Multimedia | |
| dc.type.driver | info:eu-repo/semantics/other | |
| dc.type.version | info:eu-repo/semantics/acceptedVersion | |
| dspace.entity.type | Publication | |
| lom.context.educativeLevel | Educación superior | |
| lom.difficulty | Bajo | |
| lom.intentedEndUserRole | Estudiante de Educación Superior | |
| lom.intentedEndUserRole | Docente Educación Superior | |
| lom.interactivityLevel | Muy bajo | |
| lom.interactivitytype | Mixto | |
| lom.metadataSchema | CEM 2.0 | |
| lom.resourceType.core | FIN - POR FORMATO DE INFORMACIÓN | |
| lom.resourceType.detail | HMD - Recursos Multimedia | |
| lom.resourceType.main | RECURSOS EDUCATIVOS DIGITALES | |
| lom.resourceType.min | EDT - Educativo | |
| lom.status | Finalizado | |
| lom.taxonPath.men | Ciencias Sociales y Humanas::Lenguas Modernas, Literatura, Lingüística y Afines |
