Técnicas gramaticales para potenciar la escritura narrativa.

Abstract

This research arose from a didactic-linguistic problem observed in students at the "Juan Antonio Vergara Alcívar" Educational Unit in the Junín canton. They present difficulties in producing narrative texts, especially in the appropriate use of grammatical structures. This scenario develops at the Upper Basic General Education sublevel, where there is an urgent need to improve students' written competence through functional pedagogical strategies. The purpose of this research is to improve narrative writing in elementary school students through the use of grammatical techniques, incorporating the conscious use of linguistic resources through a novel methodological strategy. A field study was conducted with a mixed perspective, with a descriptive and propositional approach. A purposive non-probabilistic sample composed of 15 students and two Language and Literature teachers was used, as well as bibliographic, hermeneutical, and interpretive procedures. The techniques used to collect data included assessment rubrics, semi-structured interviews, and direct observation records. Significant improvements were observed in the appropriate use of grammar in real-life writing situations, as well as more effective use of verb tenses, greater structural coherence, and an increase in text cohesion and lexical richness in the students' writing. It is concluded that, by applying contextualized grammatical techniques, the clarity, creativity, and expressiveness of the narratives were significantly enhanced.