Abstract:

Chilean students have serious deficiencies in the production of written texts, which have been detected in the poor results obtained in national and international evaluations, such as the Education Quality Measurement System (SIMCE) and the Second Regional Comparative and Explanatory Study (SERCE) conducted by the United Nations Educational, Scientific and Cultural Organization (OREAL/UNESCO). This problem requires the need to develop a didactic strategy that can integrate both the use of a digital portfolio as a learning and evaluation resource, and the planning of functional architecture modules for the learning of writing argumentative texts; such communication skills are essential that individuals can develop in the present Information Society.

In this context, a digital portfolio can act as a didactic technological resource that has as a main purpose the development of the literary competence in the learning process and, it can also act as an assessment tool for monitoring the process mentioned previously, focusing especially on the student's metacognitive capacity (Klenowski, 2005). Thus, it can be stated that a digital portfolio contributes to creating innovative strategies that can encourage individual and collective knowledge construction.

As for the functional architecture modules, they constitute didactic strategies oriented towards the development of the main communication skills: speaking, reading and writing, which are curricular axes considered in all processes of language learning as a mother tongue. The inclusion of these skills in classroom activities contributes to collaborative work and development of metacognitive actions in the process of writing (Hermansen, Olguín & Rozas, 2004; Cornejo, 2012).

In this educational context, the didactic strategy that is presented in this paper is intended to Seventh Grade with primary school students in the discipline of Language and Communication (as a mother tongue). Thus, the Learning Objectives designed, are related to the implementation of specific didactic sequences (Dolz, Noverraz & Scheuwly, 2001; Camps and Dolz, 2010), organized by functional architecture modules, which consider four phases:
(a) Phase I, Diagnosis;
(b) Phase II, Specific learning modules to learn to argue;
(c) Phase III, Writing process; and
(d) Phase IV, Evaluation of learning strategies.
All of them (phases) are inherent to the writing process as indicated in the model of Flower y Hayes (1980); to finish up with the written production of an argumentative text.

As a conclusion, it can be said that a didactic strategy aimed to learn a language as a mother tongue, which integrates ICT and is based on functional architecture modules, involves further development of communication skills, mainly those associated to the written production of argumentative texts in seventh grade primary school students.

Keywords:

Digital portfolio, learning modules, argumentative texts, written production.