How to write an essay?

The general approach of an Academic program is associated with the process of knowledge development and therefore the investigative process in each topic of interest, and to deepen the development of the respective seminars offered. The seminars are oriented to the interests of the masters and but are configured within the lines in development of each masters. In general, each academic program seeks a level of depth in the study, treatment, development and application of knowledge. The following graph illustrates this complexity.

The advance of knowledge throughout history is permeated by the sociocultural changes of the social groups in which it develops. For this reason the learning process is not only based on the technical knowledge acquired but also the ability to make representations of that knowledge that are clear to the individuals of the society in which it lives. This implies that the knowledge processes must have formalizations in a language that can be understood by others in the future, in order to validate and develop it (advance of knowledge). Under this framework of ideas, it is not enough to know, but to be able to pass on that knowledge to others. In the case of languages, the apprehension of knowledge begins with orality as the first form of social approximation and communication of knowledge, but above all of having a unique code of communication between individuals. Orality is not easy, because clearly expressing ideas implies not only knowing the code (language or language) but identifying the structure of the subject we are talking about, and the way to use the code (language) to make them “listen” Understand what is being said consistently and with solid arguments.

It is important to remember that in order to adequately express ideas, one must have “knowledge of the subject” and arguments that support the statements made. Knowledge comes from the learning process. The argument of a 10-year-old child is not the same as that of an adult of 25 (although there are exceptions in some cases). The knowledge that is acquired is useful to understand oneself as well as to propose and express ideas, approaches, arguments clearly or simply to comment on a topic in a manner argued and not speculating. Following the example of the child, as he learns he has better tools to argue his approaches, according to the level of depth of his learning and the development of mental processes that are affected by the stimuli of the context in which his process of development Learning, namely the stimuli that arise from the sociocultural and family environment in which, in the end, what they do, reading and writing in their influence groups determines what each person does, read or write. Reading and writing are the basic activities of the learning process and thus in the generation of knowledge. Words are the formal and complex representation of knowledge, that is, represent realities (factual or conceptual) that construct in the brain mental representations of the phenomena that are living or are being studied. Therefore, the proper use of words will help or not the proper mental representation of the reality that is intended to explain and therefore, the understanding of reality.

It is inferred then that reading and writing are Siamese brethren with all their shared vital organs, and that in order to develop they require one another from the other. If you read a lot but do not write about it, you tend to forget, and if you write a lot and do not read, you tend to say no arguments or say stupid things.

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