Academic Writing Manual in Continuation of Studies: Didactic Sequence for its progressive development

Abstract

Objective: To analyze the effectiveness of a progressive academic writing sequence aimed at developing pedagogical and reflective skills in 15 first-year students of the course Foundations and Approaches to Early Childhood Education, facilitating the transition from personal writing to well-reasoned writing. Methods: A mixed-methods, descriptive-exploratory, and predominantly qualitative approach was used, with an action research design and census sampling. Product 3 was evaluated using a digitized analytical rubric (κ = 0.75). Results: High achievement was evident in Paraphrasing (100%), Formal Language (73.3%), and Structural Clarity (66.7%), reflecting progress in authorial voice and discourse organization. The greatest challenges were identified in deep comprehension of scientific texts (60%) and Justification with Examples (60%), indicating the need for greater support in critical analysis and its connection to practice. Conclusions: the sequence is effective for textual organization, reading comprehension and the theory-practice connection, although it requires strengthening explicit strategies for academic record and disciplinary vocabulary, in line with Law No. 20.903 and the Initial Teacher Training Standards.