Centros y Programas de Escritura en América Latina: Opciones Teóricas y Pedagógicas para la Enseñanza de la Escritura Disciplinar
Edited by Estela Inés Moyano and Margarita Vidal Lizama
Copy edited by Martín Álvarez. Designed by Mike Palmquist.
Emerging from more than two decades of work in Latin America, this edited collection explores the implementation of reading and writing programs and centers in Central and South America. Reflecting the multiplicity of theories and gazes that underlies research and practice in teaching and learning to read and write in academic contexts, the contributors to this volume consider how these theoretical and methodological alternatives have contributed to the design and implementation of teaching and learning strategies that address the needs of students, faculty, and institutions while also working with (and around) the resources available in each institutional setting. Centros y Programas de Escritura en América Latina offers insights for those concerned with contributing to students’ education to improve their academic reading and writing, and, ultimately, to a more equitable university experience for all.
Table of Contents
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Prologue. The Multidimensional Variables of Writing Program Development and Sustainability, Chris M. Anson
DOI: 10.37514/INT-B.2023.1749.1.1
Prólogo. Variables Multidimensionales en el Desarrollo y la Sustentabilidad de los Programas de Escritura, Chris M. Anson
DOI: 10.37514/INT-B.2023.1749.1.2
Introducción. El Campo de la Enseñanza de la Escritura Disciplinar en América Latina: Trayectorias y Futuras Direcciones, Estela Inés Moyano y Margarita Vidal Lizama
DOI: 10.37514/INT-B.2023.1749.1.3
1. Cómo Sabemos si lo Estamos Haciendo Bien? La Evaluación de los Centros y Programas de Escritura, Violeta Molina-Natera
DOI: 10.37514/INT-B.2023.1749.2.01
2. Creando Valor en la Negociación: La Gestión Estratégica de los Centros y Programas de Escritura y su Influencia en la Generación de Nuevos Modos de Enseñar a Leer, Escribir y Hablar desde las Disciplinas, Pablo Lovera Falcón y Fernanda Uribe Gajardo
DOI: 10.37514/INT-B.2023.1749.2.02
3. Opciones Teóricas y Didácticas en el Programa PLEA para la Enseñanza de la Alfabetización Disciplinar Inicial, Karen Urrejola Corales y Margarita Vidal Lizama
DOI: 10.37514/INT-B.2023.1749.2.03
4. Transformando el Conocimiento a Partir de Tareas de Lectura y Escritura en los Tres Primeros Años Universitarios, Adriana Bono, Yanina Boatto, Mariana Fenoglio, y María Soledad Aguilera
DOI: 10.37514/INT-B.2023.1749.2.04
5. El Posicionamiento Actitudinal y las Metáforas Gramaticales: La Inscripción de los Significados Interpersonales en las Respuestas a un Parcial Universitario de Psicología Evolutiva, Martín Miguel Acebal
DOI: 10.37514/INT-B.2023.1749.2.05
6. Talleres de Formación Docente, Una Alternativa para la Alfabetización Académica, Alejandra Sánchez Aguilar y Eurídice Minerva Ochoa Villanueva
DOI: 10.37514/INT-B.2023.1749.2.06
7. Escritura Académica en la Formación de Estudiantes de Arte: Continuidades y Cambios a lo Largo de la Carrera, Margarita Vidal Lizama y Soledad Montes
DOI: 10.37514/INT-B.2023.1749.2.07
8. Integración de Fuentes Digitales en Textos Académicos: Estrategias de Acompañamiento de Tutores de Escritura, Karen S. López-Gil
DOI: 10.37514/INT-B.2023.1749.2.08
About the Editors
Estela Inés Moyano is Professor and Coordinator of the Academic and Professional Discourse Competences Program at the Universidad Nacional Guillermo Brown, Researcher at the Universidad Nacional de General Sarmiento, and Researcher and Coordinator of the Academic Reading and Writing Program at the Universidad de Flores. She has designed and directed writing programs and other training initiatives in scientific and disciplinary literacy. Her research, based in systemic functional linguistics, explores the description of Spanish, scientific discourse analysis at different specialization levels, and academic literacy programs at different educational levels.
Margarita Vidal Lizama is Assistant Professor in the Faculty of Letters, Pontificia Universidad Católica de Chile, where she served as Head of the Academic Discourse Program of the Faculty of Letters between 2016 and 2018. Her work is grounded on systemic functional linguistics and explores the relation between language and knowledge, genre description in Spanish academic contexts, and the application of “Sydney School” genre pedagogy in different contexts.
Publication Information: Moyano, Estela Inés, & Margarita Vidal Lizama (Eds.). (2023). Centros y Programas de Escritura en América Latina: Opciones Teóricas y Pedagógicas para la Enseñ;anza de la Escritura Disciplinar. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/INT-B.2023.1749
Digital Publication Date: March 12, 2023
Print Publication Date: September 2023
ISBN: 978-1-64215-174-9 (PDF) | 978-1-64215-175-6 (ePub) | 978-1-64642-395-8 (pbk.)
DOI: 10.37514/INT-B.2023.1749
Contact Information:
Estela Inés Moyano: estelaimoyano@gmail.com
Margarita Vidal Lizama: mvvidal@uc.cl
International Exchanges on the Study of Writing
Series Editors: Federico Navarro, Universidad de O'Higgins, Chile; Violeta Molina-Natera, Pontificia Universidad Javeriana Cali, Colombia; Vera Cristovao, Universidade Estadual de Londrina, Brasil.
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Copyright © 2023 Estela Inés Moyano, Margarita Vidal Lizama, and the authors of the individual parts of this book. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 International License. 282 pages, with notes, figures, and bibliographies. This book is available in print from University Press of Colorado as well as from any online or brick-and-mortar bookstore. Available in PDF and ePub formats for no charge on this page at the WAC Clearinghouse. You may view this book. You may print personal copies of this book. You may link to this page. You may not reproduce this book on another website. For permission requests and other questions, such as creating a translation, please contact the copyright holder.