Trabajando la argumentación: el impacto de la intervención educativa en el empleo de marcadores discursivos en el alumnado de Secundaria

This study presents the results of the quantitative and qualitative analysis of the influence of various didactic activities on the use of discourse markers in argumentative texts written by 4th year ESO schoolchildren from Las Palmas de Gran Canaria. The purpose is to evaluate whether there is an improvement in the quantity and variety of textual markers after the educational intervention, comparing the written productions before and after the implementation of said activities in a sample of 250 students. The results obtained can offer valuable contributions to the development of effective methods in teaching written expression to young people.