Impacto de la escritura compartida en la redacción de párrafos en estudiantes de una universidad peruana
Impact of shared writing on paragraph writing in students from a Peruvian universityBarra lateral del artículo
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Contexto: La redacción de párrafos constituye una competencia fundamental en la educación superior, aunque numerosos estudiantes universitarios presentan dificultades persistentes para estructurar textos coherentes y cohesionados. Objetivo: Se evaluó la incidencia de la escritura compartida en la redacción de párrafos académicos en estudiantes de una universidad peruana. Metodología: Diseño cuasiexperimental con 199 estudiantes (109 experimentales, 90 control). Se implementó la escritura compartida durante 32 semanas. Los párrafos se evaluaron mediante rúbrica analítica antes y después de la intervención. Resultados: El grupo experimental mostró mejoras significativas en todas las dimensiones (unidad temática, oración temática, coherencia, cohesión, aspectos formales), con tamaños del efecto muy altos (ηp² entre 0,53 y 0,89). El grupo control no evidenció progresos sustanciales. Conclusión: La escritura compartida influye positivamente en la calidad de la redacción de párrafos académicos, siendo una estrategia efectiva para la alfabetización universitaria temprana.
Background: Paragraph writing is a fundamental competency in higher education; however, many university students face persistent challenges in structuring coherent and cohesive texts. Objective: This study evaluated the impact of shared writing on academic paragraph composition among students at a Peruvian university. Methodology: A quasi-experimental design was employed with 199 students (109 in the experimental group, 90 in the control group). The shared writing intervention was implemented over a 32-week period. Paragraphs were assessed using an analytic rubric both before and after the intervention. Results: The experimental group showed significant improvements across all dimensions, thematic unity, topic sentence, coherence, cohesion, and formal aspects, with very large effect sizes (partial η2 ranging from .53 to .89). The control group showed no substantial progress. Conclusion: Shared writing positively influences the quality of academic paragraph composition, proving to be an effective strategy for early academic literacy in university settings.
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