<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982023000100094</article-id>
<article-id pub-id-type="doi">10.22201/iisue.24486167e.2023.179.60705</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La argumentación escrita al inicio de la carrera. Una caracterización metafuncional de las necesidades de aprendizaje]]></article-title>
<article-title xml:lang="en"><![CDATA[Written argumentation at the start of university. A metafunctional characterization of the demands of learning]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Holgueras-Galán]]></surname>
<given-names><![CDATA[Artevic]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guerra-Lyons]]></surname>
<given-names><![CDATA[Jesús David]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosado-Mendinueta]]></surname>
<given-names><![CDATA[Nayibe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Norte Departamento de Español ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del Norte Departamento de Español ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad del Norte Departamento de Español ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2023</year>
</pub-date>
<volume>45</volume>
<numero>179</numero>
<fpage>94</fpage>
<lpage>112</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982023000100094&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982023000100094&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982023000100094&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Desde la perspectiva metafuncional propuesta por la lingüística sistémico-funcional, este estudio caracteriza las necesidades de aprendizaje de estudiantes al inicio de la carrera universitaria en relación con la escritura de textos académicos argumentativos tipo justificación. Se analiza un archivo textual de 19 textos argumentativos producidos como respuesta a un estímulo común en un curso de alfabetización académica ofrecido por una universidad colombiana en los semestres iniciales de sus programas de pregrado. El análisis aplica una matriz integrada por indicadores asociados a las metafunciones ideacional, interpersonal y textual. El estudio categoriza dichas metafunciones, en las que se clasifican las necesidades que emergen en el proceso de revisión y retroalimentación docente. Los resultados detectan dificultades en la apropiación de recursos léxicogramaticales para nominalización (ideacional), limitaciones en la variedad y precisión del léxico evaluativo (interpersonal), y elecciones temáticas poco motivadas por el contexto discursivo (textual).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: From the metafunctional perspective posed by systemic-functional linguistics, this research characterizes the demands of learning for students at the start of their university schooling as it relates to the writing of argumentative defensive academic texts. We analyze an archive containing 19 defensive texts produced as responses to a common stimulus during an academic literacy course offered by a Colombian university during the early semesters of their undergraduate programs. Our analysis applies a matrix integrated by indicators associated to ideational, interpersonal and textual metafunctions. Our work categorizes these metafunctions into those classifying demands emerging during the process of teacher revision and feedback. Results detect difficulty when appropriating lexicogrammatical resources for nominalization (ideational), in regards to limitations in the variety and precision of assessment vocabulary (interpersonal) and in thematic choices not motivated by their discursive context (textual).]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Argumentación]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[enseñanza del español]]></kwd>
<kwd lng="es"><![CDATA[escritura]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de primer ingreso]]></kwd>
<kwd lng="es"><![CDATA[lengua materna]]></kwd>
<kwd lng="es"><![CDATA[lingüística]]></kwd>
<kwd lng="en"><![CDATA[Argumentation]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[teaching Spanish]]></kwd>
<kwd lng="en"><![CDATA[writing]]></kwd>
<kwd lng="en"><![CDATA[first year students]]></kwd>
<kwd lng="en"><![CDATA[native language]]></kwd>
<kwd lng="en"><![CDATA[linguistics]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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