Academic Writing and Argumentation: Trajectories Student-Teachers and Contextual Factors

In this research paper we try to contribute to the discussion on alternatives to deal with academic writing in college.Theoretical studies articulate writing and argumentation, according to their epistemic potentialities. The aimis to assess the impact of educationa linterventions and contextual fac...

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Autor principal: Padilla, Constanza; Consejo Nacional de Investigaciones Científicas y Técnicas, CONICET
Formato: Artículo revisado por pares
Lenguaje:Español
Publicado: International Journal of Research in Education 2013
Acceso en línea:http://revistas.javeriana.edu.co/index.php/MAGIS/article/view/4164
http://biblioteca.clacso.edu.ar/gsdl/cgi-bin/library.cgi?a=d&c=co/co-031&d=article4164oai
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Red de Bibliotecas Virtuales de Ciencias Sociales (CLACSO) de Consejo Latinoamericano de Ciencias Sociales
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repository_str R-122
collection Red de Bibliotecas Virtuales de Ciencias Sociales (CLACSO)
language Español
description In this research paper we try to contribute to the discussion on alternatives to deal with academic writing in college.Theoretical studies articulate writing and argumentation, according to their epistemic potentialities. The aimis to assess the impact of educationa linterventions and contextual factors inthe trajectories of beginners and advanced students of a public university involving Argentina or not, academic literacy programs. By triangulating data, we test two hypotheses temporarily work: the relationship between the quality of student academic writing and systematic educational intervention, and the incidence of various contextual factors on student learning paths.Transference to practiceThe results of this study have multiple implications for viewing educational alternatives and academic literacyin university classrooms, such as the need for institutional support throughout the race, to ensure continuity of teaching activities started in the early years; the more explicit and systematic teaching interventions, even advanced students, promote the transformation of the practices and representations of student writing to produce deeper,stable modifications, and encourage their participation in academic practices that contribute to provide a sense of belonging to a community discipline.
format Artículo revisado por pares
Artículo revisado por pares
author Padilla, Constanza; Consejo Nacional de Investigaciones Científicas y Técnicas, CONICET
spellingShingle Padilla, Constanza; Consejo Nacional de Investigaciones Científicas y Técnicas, CONICET
Academic Writing and Argumentation: Trajectories Student-Teachers and Contextual Factors
author_facet Padilla, Constanza; Consejo Nacional de Investigaciones Científicas y Técnicas, CONICET
author_sort Padilla, Constanza; Consejo Nacional de Investigaciones Científicas y Técnicas, CONICET
title Academic Writing and Argumentation: Trajectories Student-Teachers and Contextual Factors
title_short Academic Writing and Argumentation: Trajectories Student-Teachers and Contextual Factors
title_full Academic Writing and Argumentation: Trajectories Student-Teachers and Contextual Factors
title_fullStr Academic Writing and Argumentation: Trajectories Student-Teachers and Contextual Factors
title_full_unstemmed Academic Writing and Argumentation: Trajectories Student-Teachers and Contextual Factors
title_sort academic writing and argumentation: trajectories student-teachers and contextual factors
publisher International Journal of Research in Education
publishDate 2013
url http://revistas.javeriana.edu.co/index.php/MAGIS/article/view/4164
http://biblioteca.clacso.edu.ar/gsdl/cgi-bin/library.cgi?a=d&c=co/co-031&d=article4164oai
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