Conocer la Escritura: Investigación Más Allá de las Frontera | Knowing Writing: Writing Research Across Borders
- WTL, WID, Linguistics, Pedagogy, multilingual, writing
Edited by Charles Bazerman, Blanca Yaneth González Pinzón, David Russell, Paul Rogers, Luis Bernardo Peña, Elizabeth Narváez, Paula Carlino, Montserrat Castelló and Mónica Tapia-Ladino
Copy edited by Paula Quintero and Rosa González. Designed by Sonia Rodriguez.
El IV encuentro de Writing Research Across Borders (WRAB) y su respectivo volumen Conocer la Escritura: Investigación Más Allá de las Frontera. Knowing Writing: Writing Research across Borders resaltan el rápido crecimiento de los estudios sobre la escritura en Iberoamérica, con su gran preocupación por el pensamiento crítico, el avance educativo y el desarrollo comunitario, junto con los nuevos enfoques de escritura a nivel mundial focalizados en la relación entre la escritura y el avance del conocimiento en los individuos, las profesiones y las sociedades.
The WRAB IV Conference and this volume Conocer la escritura: investigación más allá de las fronteras | Knowing Writing: Writing Research across Borders highlight the rapid growth of writing studies in Ibero-America, with its strong concern for critical thought, educational advance, and communal development, alongside new approaches to writing globally, with a focus on the relationship of writing and the growth of knowledge in individuals, professions, and societies.
Table of Contents
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Presentación, Charles Bazerman y Blanca Yaneth González Pinzón
DOI: 10.37514/INT-B.2019.0421.1.3
Presentation, Charles Bazerman and Blanca Yaneth González Pinzón
DOI: 10.37514/INT-B.2019.0421.1.3
Los efectos de la escritura en la lectura. Una aproximación histórica, Anne-Marie Chartier
DOI: 10.37514/INT-B.2019.0421.2.01
Alfabetización inicial: teorías, investigaciones y prácticas de enseñanza. Un campo de complejas interrelaciones, Mirta Castedo
DOI: 10.37514/INT-B.2019.0421.2.02
Academic Literacy Enhancement along the Schooling Path-Students’ Reading and Writing Practices in Portuguese Schools and Universities, José Brandão Carvalho
DOI: 10.37514/INT-B.2019.0421.2.03
Naming Princesses and Building Arcs: Intertextuality and Memory of the Object as Illuminated by the Oral Erasure with Textual Comment in the Texts of Recently Alphabetized Students, Bruno Jaborandy Maia Dias and Eduardo Calil
DOI: 10.37514/INT-B.2019.0421.2.04
The Relationship between Metalinguistic Understanding, Student Writing and Teaching, Helen Lines, Debra Myhill, and Susan Jones
DOI: 10.37514/INT-B.2019.0421.2.05
Puestas en común de respuestas escritas a guías de lectura en materias del nivel secundario, Natalia Rosli y Paula Carlino
DOI: 10.37514/INT-B.2019.0421.2.06
El léxico especializado como expresión de la competencia discursiva académica en ensayos producidos por jóvenes escolarizados en una clase de literatura, Eva Margarita Godínez López y Luisa Josefina Alarcón Neve
DOI: 10.37514/INT-B.2019.0421.2.07
Sobre clásicas y nuevas divisiones: reflexiones desde la formación de docentes indígenas en educación intercultural bilingüe, Virginia Zavala
DOI: 10.37514/INT-B.2019.0421.2.08
Producción de subjetividades en universitarios a partir de prácticas de lectura y escritura, Wendy Bibiana Mendoza Cárdenas y Oscar Favián Ortiz Reyes
DOI: 10.37514/INT-B.2019.0421.2.09
A Classroom Languaculture Offers Perspectives for Learning a New Genre, Ondine Gage
DOI: 10.37514/INT-B.2019.0421.2.10
Writing as a Way of Participating in Knowledge Construction in Two Argentine University Classrooms, María Elena Molina and Paula Carlino
DOI: 10.37514/INT-B.2019.0421.2.11
Writing as a Process in Teacher Education: Analysis of a Didactic Sequence, Maria Izabel Rodrigues Tognato y Joaquim Dolz
DOI: 10.37514/INT-B.2019.0421.2.12
Inscribing the World into Knowledge: Data and Evidence in Disciplinary Academic Writing, Charles Bazerman
DOI: 10.37514/INT-B.2019.0421.2.13
El parámetro cantidad de palabras en función del nivel en la certificación del español académico, María Cecilia Ainciburu
DOI: 10.37514/INT-B.2019.0421.2.14
Escribir para aprender en ingeniería. Una lente que hace visible el pensamiento matemático, Diana Waigandt, Carolina Carrere, Marisol Perassi, y María Magdalena Añino
DOI: 10.37514/INT-B.2019.0421.2.15
Recorrido en busca de la función epistémica de la lectura y la escritura en Ingeniería Estructural, Ricardo Ramírez Giraldo y Gladys Stella López Jiménez
DOI: 10.37514/INT-B.2019.0421.2.16
El análisis de la actividad docente: un medio para reflexionar sobre el uso epistémico de la escritura en una asignatura de ingeniería, Guillermo Cordero Carpio y Paula Carlino
DOI: 10.37514/INT-B.2019.0421.2.17
Writing Expectations in a Colombian Major in Industrial Engineering, Elizabeth Narváez Cardona
DOI: 10.37514/INT-B.2019.0421.2.18
Integrating Social and Psychological Perspectives on Writing as a Learning Activity, Perry D. Klein
DOI: 10.37514/INT-B.2019.0421.2.19
Perception and Recognition of Textual Genres: A Phenomenological Approach, David R. Russell
DOI: 10.37514/INT-B.2019.0421.2.20
About the Editors
Charles Bazerman is Distinguished Professor of Education, Gevirtz Graduate School of Education, University of California Santa Barbara.
Blanca Yaneth González Pinzón is Professor of Reading and Writing, Pontificia Universidad Javeriana.
David R. Russell is Professor of English, Iowa State University.
Paul M. Rogers is Associate Professor of English at George Mason University.
Luis Bernardo Peña is Professor of Psychology, Pontificia Universidad Javeriana.
Elizabeth Narváez is Associate Professor in the Department of Language in the Faculty of Communication at Universidad Autónoma de Occidente, Colombia.
Paula Carlino is Postdoctoral Fellow of the National Council of Scientific and Technical Research (CONICET) of Argentina.
Montserrat Castelló is Professor of Educational Psychology at Universitat Ramon Llull, Barcelona.
Mónica Tapia-Ladino is Professor in the Department of Languages at Universidad Católica de la Santísima Concepción.
Publication Information: Charles Bazerman, Blanca Yaneth González Pinzón, David Russell, Paul Rogers, Luis Bernardo Peña, Elizabeth Narváez, Paula Carlino, & Montserrat Castelló y Mónica Tapia-Ladino (Eds.). (2019). Conocer la Escritura: Investigación Más Allá de las Frontera [Knowing Writing: Writing Research across Borders]. Editorial Pontificia Universidad Javeriana; The WAC Clearinghouse. https://doi.org/10.37514/INT-B.2019.0421
Digital Publication Date: November 2, 2019
Print Publication Date: October 2019
ISBN: 978-1-64215-042-1
DOI: 10.37514/INT-B.2019.0421
Contact Information:
Charles Bazerman: bazerman@education.ucsb.edu
International Exchanges on the Study of Writing
Series Editors: Terry Myers Zawacki, George Mason University; Magnus Gustafsson, Chalmers University of Technology; Joan Mullin, University of North Carolina at Charlotte; and Federico Navarro, Universidad de Buenos Aires
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Copyright © 2019 by the editors, authors, and Pontificia Universidad Javeriana. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 United States License. 440 pages, with notes, illustrations, and bibliographies. Available in print from Editorial Pontificia Universidad Javeriana, or at online or brick-and-mortar bookstores. Available in PDF format 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.