Contrastes entre oralidad y escritura en los personajes de Tomás Carrasquilla

Abstract

This paper presents an analysis of the implications of evaluating reading comprehension and writing in higher education admission tests as a necessary
consideration for the development of communicative competence policies. Instrument design is described starting with the socio-semiotic conception of language and the methodological approach to comprehension at the intra, inter and extratextual levels, linked to cognitive processes and to writing as technology. An evaluation concept is also included within the frame of competence development, that is to say, the test results are used without taking into account exclusive deterministic conceptions, to show the state of competence and the possible actions for bettering the same. Communicative competence is shown as an inter-intra-disciplinary transversal knowledge.