Desafíos lingüísticos y estructurales en la producción y comprensión de textos argumentativos en el ámbito universitario

Writing and reading argumentative texts in university settings are complex cognitive practices that go beyond simple linguistic decoding. This essay analyzes the linguistic and structural challenges inherent in the production and comprehension of academic discourse, based on the premise that the lack of rhetorical and logical knowledge hinders the inclusion of students into academic culture. Through the lens of the "strategic reader" and the "argumentative writer," this paper explores the transition from a passive approach to a transformative one in knowledge building. Furthermore, Stephen Toulmin’s argumentation model is presented as a fundamental "scaffolding" for the construction of solid and valid academic texts. The study concludes that the explicit teaching of these structures is essential for developing epistemic commitment and critical thinking in the Social Sciences and Humanities.