On the teaching of university writing in Latin America

dc.catalogadoryvc
dc.contributor.authorAvila Reyes, Natalia Alejandra
dc.date.accessioned2023-11-19T02:34:22Z
dc.date.available2023-11-19T02:34:22Z
dc.date.issued2021
dc.description.abstractDuring the last 20 years, the teaching of writing has grown worldwide as a dynamic field of international academic practice and research, as attest ed to by the emergence of disciplinary societies, conferences, and publications (Ávila Reyes Multilingual Contributions; Bazerman et al. Conocer La Escritura; Thaiss et al.). In the spirit of building an integrative vision of the contribu tions of teaching and research in writing in Latin America, this article offers an overview of what “writing studies” mean in the region. This account is informed by previous research data of disciplinary devel opment, but it is still inevitably partial. Latin America is a complex territory, diverse in its languages and intellectual and cultural heritage. Educational needs and opportunities, as well as socioeconomic contexts, also vary across the continent. Our positionality as scholars trained in linguistics and education and working at research universities in Chile determines a certain limitation in our perspective that may leave out valuable programs and traditions of which we still know little.
dc.fechaingreso.objetodigital2023-11-19
dc.fuente.origenPREI
dc.identifier.issn2832-0093
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/75351
dc.information.autorucFacultad de Educación ; Avila Reyes, Natalia Alejandra ; 0000-0003-3528-6806 ; 121320
dc.issue.numero3
dc.language.isoen
dc.nota.accesoContenido completo
dc.pagina.final175
dc.pagina.inicio171
dc.revistaComposition Studies
dc.rightsacceso abierto
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.titleOn the teaching of university writing in Latin America
dc.typeartículo
dc.volumen49
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