Organización discursiva de dos géneros en estudiantes de tres niveles de escolaridad y diferentes grupos sociales

The study aims to identify the effect of school level and social context in the discursive organization of two written genres. We analysed 240 personal stories and explicative articles written by 120 students from three school levels -7th grade (12 years old), 9th (14 years olds) and 11th (16 years old)- and two social groups: middle-low socioeconomic status (MSS) and high socioeconomic status (HSS). The texts were elicited by a short video on the uses of Internet and social networks, and then coded with CLAN. T Tests and a design of mixed factorial ANOVA with two intergroup factors (level and social group) were applied for data analysis. The results show that in the MSS group, the stories become less eventive and more evaluative with age/school level, but the explicative texts do not change their discursive organization. In the HSS group, there are evaluation at all school levels, but what evolves is the use of these evaluations in complex and longer texts; the explicative articles change considerably in both length and organization. We conclude that the incorporation of new organization resources and also the efficient use of them to elaborate the information in extended texts, are characteristics of the path to a competent discursive production.