Textual practices in note taking of a read and a listened prehispanic story in high school level

Abstract

This work is an approach for characterizing textual practices and strategies of high school students to write notes to support the oral report of two texts of Nahuatl literature: one they were asked to read and another one they listened to in the classroom. Most students consider these readings complicated, mainly because of the abundance of names in the indigenous language. The activities to facilitate reading comprehension are intended to encourage note taking as support tools for oral reading reports. The methodology of classification and characterization of the notes is based on textual criteria: textual and discursive genres, informative and intertextual standards and relationships of intra and extra textual references, using lexical and graphic elements. The emphasis is on decisions to manage textual resources that can be useful for performance in the oral reports of the readings.