Table of Content
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Front Matter
Multilingual Insights into a Complex Field of Study: An Introduction to the Aims of this Book, Natalia Ávila Reyes
DOI: 10.37514/INT-B.2021.1404.1.3
Aportes Multilingües para un Campo de Estudios Complejo: Una Introducción a los Afanes de este Libro, Natalia Ávila Reyes
DOI: 10.37514/INT-B.2021.1404.1.3
Contribuições Multilíngues para um Campo de Estudos Complexo: Uma Introdução aos Afãs deste Livro, Natalia Ávila Reyes
DOI: 10.37514/INT-B.2021.1404.1.3
Section One
1. ¿Academic Literacies: Intereses Locales, Preocupaciones Globales? Academic Literacies: Local Interests, Global Concerns?, Theresa Lillis
DOI: 10.37514/INT-B.2021.1404.2.01
2. The Secret Cure for What Ails Large-Scale Writing Assessment: Teachers and their Students, Bob Broad
DOI: 10.37514/INT-B.2021.1404.2.02
3. El Lenguaje Académico como Catalizador de la Equidad en la Educación Escolar, Alejandra Meneses, Paola Uccelli, y Marcela Ruiz
DOI: 10.37514/INT-B.2021.1404.2.03
4. The Value of Empirically Researching a Practical Art, Charles Bazerman
DOI: 10.37514/INT-B.2021.1404.2.04
Section Two
5. A Produção Textual no Curso de Letras-Francês: Uma Comparação das Capacidades de Linguagem Requeridas em Disciplinas de Língua Francesa e Literatura Francófona, Jaci Brasil Tonelli e Eliane G. Lousada
DOI: 10.37514/INT-B.2021.1404.2.05
6. Biliteracidad Avanzada en la Escritura Académica de Usuarios Bilingües de Sueco y de Español como Lengua de Herencia, Alejandra Donoso, Rakel Österberg, y Enrique Sologuren
DOI: 10.37514/INT-B.2021.1404.2.06
Section Three
7. "Ensayar una Voz": Un Análisis Interaccional de Prácticas en Torno a lo Escrito en Eventos de Escritura Colaborativa, Laura Eisner
DOI: 10.37514/INT-B.2021.1404.2.07
8. Prácticas de Escritura Innovadoras: Lo que los Docentes Hacen Sin Decir, Olga López Pérez y Joanna Koral Chávez López
DOI: 10.37514/INT-B.2021.1404.2.08
9. Transferring Writing Strategies Across Disciplines and Levels: Results from a Longitudinal Study of Writing, Joan Mullin and Jan Rieman
DOI: 10.37514/INT-B.2021.1404.2.09
10. Explorando la Escritura Profesional en Casos Colombianos: Lecciones a Través de las Fronteras, Elizabeth Narváez, Blanca González, Luz Ángela García, Marisol Gómez, Ingrid Luengas, y Hermínsul Jiménez
DOI: 10.37514/INT-B.2021.1404.2.10
11. Transformados por la Escritura: Concepciones de Estudiantes Universitarios a través del Currículum y de las Etapas Formativas, Federico Navarro, Fernanda Uribe Gajardo, Soledad Montes, Pablo Lovera Falcón, Bárbara Mora Aguirre, Enrique Sologuren Insúa, Martín Álvarez, Claudia Castro Acuña, y Sebastián Vargas Pérez
DOI: 10.37514/INT-B.2021.1404.2.11
Section Four
12. Descripción de Géneros para su Enseñanza en un Programa de Escritura Académica: Hacia la Deconstrucción Conjunta, Estela Inés Moyano
DOI: 10.37514/INT-B.2021.1404.2.12
13. O Ensino Gramaticalmente Orientado da Produção Escrita do Gênero Resenha, Orlando Vian Jr.
DOI: 10.37514/INT-B.2021.1404.2.13
14. Scaffolding Academic Literacy en el Contexto de Formación Inicial de Maestros en España, Juana María Blanco Fernández
DOI: 10.37514/INT-B.2021.1404.2.14
Editors
Contributors
About the Editors
Natalia Ávila Reyes is an Assistant Professor of Education at Pontificia Universidad Católica de Chile. She is interested in writing across educational levels and in the disciplinary emergence of Writing Studies in Latin America. Her most recent research explores university students’ experiences with writing in contexts of increasing diversity. She is one of the founding members of the Latin American Association of Writing Studies in Higher Education and Professional Contexts, ALES.
Lina Calle-Arango is a Ph.D. candidate in education at the Pontificia Universidad Católica de Chile. She has a bachelor’s degree in literary studies, a master’s degree in publishing, and a master’s degree in education. She specialises in academic writing and institutional support for the development of writing in higher education.
Ana Cortés Lagos is a Ph.D. candidate in composition and cultural rhetoric at Syracuse University. Her scholarly interests include WAC/WID, transnational writing studies, and the rhetoric of science. Her dissertation work explores the North-South collaboration and writing practices of a transnational biomedical research network.
Natalia Ávila Reyes: naavila@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.
This book is available in whole and in part in Adobe’s Portable Document Format (PDF). It will also be available in a low-cost print edition from our publishing partner, the University Press of Colorado.
Copyright © 2021 Natalia Ávila Reyes 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. 364 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.
This edited collection offers chapters based on presentations at the Second Latin American Association of Writing Studies in Higher Education and Professional Contexts International Congress (II ALES) held in Santiago, Chile, in 2018. Together, the contributors to the collection—drawn from nine countries and writing in three languages—highlight the many perspectives, resources, and traditions that enrich and expand international conversations about writing, writing instruction, and writing research. The multiple locations from which the chapters in this collection emerge contribute significantly to the situated findings and concerns they address, with the authors of each chapter considering the social, lingual, and institutional contexts shaping their work. Drawing on both robust traditions and cutting-edge research, this collection makes a distinctive contribution to discussions of writing in and beyond Latin America.