Understanding is not teaching where the comma goes

Abstract

In the cognitive dimension, memory is the most relevant activity insofar as it puts before previous knowledge to the text that is read, ranging from automated procedures to textual schemes that previously organize the text, for example, in terms of its gender. In the textual dimension, the validity of these genres is analyzed, and in particular some traces about the argumentative text for its frequent use in university education. And in the contextual dimension, it refers to the “rigors” of the university reading, as it demands the recognition of certain keys to undertake it in their classrooms. Recognizing this complexity will allow us to assume that reading at the University, far from what is often done, is not just teaching where the comma goes.