Autobiografía: una Herramienta para el Fortalecimiento de la Escritura de los Adolescentes de Grado Séptimo del Colegio Santo Tomás.

Abstract

The project “Autobiography: A Tool for Strengthening Writing Skills of Seventh-Grade Students at Santo Tomás School” focuses on improving students' writing abilities through the use of autobiography. The goal is to utilize this literary genre to foster personal expression and reflection on students' identities, experiences, and aspirations.

The project was carried out in several phases:

Initial Assessment: The project began with students creating a first draft of their autobiography to assess their initial writing skills.

Pedagogical Workshops: Various workshops were designed and implemented to teach autobiographical writing techniques, improve coherence, cohesion, and spelling, and explore different types of autobiography. These workshops included specific practices such as organizing ideas and text revision.

Progress Analysis: At the end of the internship, the progress in students' writing skills was analyzed, noting improvements in areas like spelling, coherence, cohesion, and punctuation usage.

The report details the methodological process of the project using a qualitative approach and action research. It draws on theories from authors such as Herrera, Cassany, Waldo, and Lejeune. Findings indicate that, despite initial resistance from students, they eventually recognized the value of autobiography for both enhancing their writing skills and gaining deeper self-understanding.

The project proved effective in improving writing skills and encouraging personal reflection. It allowed students to appreciate significant moments in their lives and value their personal realities. Additionally, it enriched the teacher's understanding of the impact of autobiography on learning and educational practice.