Analysis of reading and writing syllables for the design of a Digital Writing Center

Abstract

The teaching and learning of academic reading and writing continue to be an interest in university education, due to its contributions to access to disciplinary knowledge and construction of the scientific community. The purpose of the article is to analyze the reading and writing syllables from their contributions to the linguistic and didactic components for the design of a Digital Writing Center. The method was the case study. A documentary review was carried out using a syllable verification matrix from three sections of the University of Antioquia, Colombia. The sample is made up of 52 syllables. A database was developed in Microsoft Excel for the analysis of frequencies and category relationships. The results show that the most used name is reading-writing and that all the syllables have a practical component of use of the language. It is concluded that a Digital Writing Center contributes to the incorporation of students to academic and scientific discourses, which have been working from the courses with an emphasis on reading and writing.