TEMA III: LA COMUNICAICÓN ESCRITA COMO

HERRAMIENTA DOCENTE.
Hola estimado(a) participante. En esta ocasión abordaremos La Comunicación Escrita como Herramienta
Docente. A través de la estrategia indagación basada en el descubrimiento consulte los recursos de aprendizaje
u otras fuentes y luego proceda a contestar los siguientes interrogantes:
1. ¿A qué se llama Expresión Escrita?
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2. Enumere las etapas propias del proceso de composición escrita del docente en el aula de clases.
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3. Enumere las microdestrezas que han de considerarse en función del nivel de los alumnos y profesor y
de los objetivos específicos del curso para evaluar la Expresión Escrita de éstos.
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4. ¿Cuáles son los componentes propios de la Expresión Escrita?
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5. ¿Qué debe saber para el desarrollo de la expresión escrita?
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¿Por qué?
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6. ¿Cuáles microhabilidades son necesarias para llevar a cabo la expresión escrita desde las
psicomotricidades hasta las cognitivas?
 Microhabilidades psicomotrices
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  Microhabilidades cognitivas
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7. De acuerdo con el Marco Común Europeo de Referencia para las lenguas, ¿cuáles actividades que
realizados en el aula deben fomentar el uso real de la lengua escrita tanto en el ámbito académico,
personal y laboral?
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8. Defina los siguientes conceptos:
 Trazos
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 Grafemas o Letras
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 Letras Minúsculas
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 Letras Mayúsculas
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 Fonemas
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 Competencia Ortográfica
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  Subcompetencia Ortografémica
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 Subcompetencia Ortotónica
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 Subcompetencia Ortosilábica
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 Subcompetencia Ortodiastémica
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 Subcompetencia Ortotostíctica
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 Subcompetencia Ortounilexical
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 Subcompetencia Ortonumeral
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 Subcompetencia Ortoextranjerística
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 Subcompetencia Ortografémica
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 Caligrafía
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  Gramática Textual
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9. ¿A qué se llama Competencia Escrita?
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¡Adelante!