Postsecondary writing studies in Hispanic Latin America: Intertextual dynamics and intellectual influence

London Review of Education

Volumn 15, Issue 1, 2017, Pages 21-37

  Ávila Reyes, Natalia ^a  

^a PONTIFICIA UNIVERSIDAD CATÓLICA DE CHILE   (Chile)

Author keywords

Academic literacies; Citation; Hispanic America; ILEES; Intertextuality

Indexed keywords

EID: 85020231694     PISSN: 14748460     EISSN: 14748479     Source Type: Journal    
DOI: 10.18546/LRE.15.1.03     Document Type: Article

References (71)

1. Abbott, A. (1988) The System of Professions: An essay on the division of expert labor. Chicago: University of Chicago Press.
2. Ávila-Reyes, N., González-Álvarez, P., and Peñaloza-Castillo, C. (2013) ‘Creación de un programa de escritura en una universidad Chilena: Estrategias para promover un cambio institucional’. RMIE, 18 (57), 537-70.
3. Bajtin, M. (1982) Estética de la creación verbal. Mexico: Siglo XXI.
4. Bazerman, C. (1988) Shaping Written Knowledge: The genre and activity of the experimental article in science. Madison: University of Wisconsin Press.
5. Bajtin, M. (2004) ‘Intertextuality: How texts rely on other texts’. In Bazerman, C., and Prior, P. (eds) What Writing Does and How It Does It: An introduction to analyzing texts and textual practices. Mahwah, NJ: Lawrence Erlbaum, 83-96.
6. Bajtin, M., Avila, N., Bork, A.V., Poliseli-Corrêa, F., Lopes Cristovão, V.L., Tapia Ladino, M., and Narváez, E. (2016) ‘Intellectual orientations of studies of higher education writing in Latin America’. In Plane, S., Bazerman, C., Donahue, C., and Rondelli, F. (eds) Recherches en écriture: Regards pluriels. Nancy: Université de Lorraine, 327-46.
7. Bajtin, M., Little, J., Bethel, L., Chavkin, T., Fouquette, D., and Garufis, J. (2005) Reference Guide to Writing Across the Curriculum. West Lafayette, IN: Parlor Press.
8. Bereiter, C., and Scardamalia, M. (1987) The Psychology of Written Composition. Hillsdale, NJ: LEA.
9. Bhatia, V. (1993) Analysing Genre: Language use in professional settings. London: Longman.
10. Biancani, S., and McFarland, D.A. (2013) ‘Social networks research in higher education’. In Paulsen, M.B. (ed.) Higher Education: Handbook of theory and research. Dordrecht: Springer, 151-215.
11. Blondel, V.D., Guillaume, J.-L., Lambiotte, R., and Lefebvre, E. (2008) ‘Fast unfolding of communities in large networks’. Journal of Statistical Mechanics: Theory and experiment, P10008, 1-12. Online. http://dx.doi. org/10.1088/1742-5468/2008/10/P10008 (accessed 29 November 2016).
12. Brunner, J., and Ferrada, R. (2011) Educación superior en Latinoamérica. Informe 2011. Santiago: CINDA.
13. Carlino, P. (2003) ‘Alfabetización académica: Un cambio necesario, algunas alternativas posibles’. Educere, 6 (20), 409-20.
14. Brunner, J., and Ferrada, R. (2005) Escribir leer y aprender en la universidad: Una introducción a la alfabetización académica. Buenos Aires: FCE.
15. Brunner, J., and Ferrada, R. (2013) ‘Alfabetización académica diez años después’. RMIE, 18 (57), 355-81.
16. Cassany, D. (1999) Construir la escritura. Barcelona: Paidós.
17. Cassany, D. (2008) Prácticas letradas contemporáneas. México: Ríos de Tinta.
18. Castelló, M. (2002) ‘De la investigación sobre el proceso de composición a la enseñanza de la escritura’. Signos, 35 (51-2), 149-62.
19. Cristovão, V.L.L., Bork, A.V., and Rodrigues Vieira, I. (2015) ‘Mapeamento de grupos de pesquisa em torno de letramento (em língua materna): Desdobramentos do Projeto ILEES no Brasil’. Letras & Letras, 31 (3), 73-99.
20. Devitt, A. (1991) ‘Intertextuality in tax accounting’. In Bazerman, C., and Paradis, J. (eds) Textual Dynamics of the Professions: Historical and contemporary studies of writing in professional communities. Madison: University of Wisconsin Press, 336-57.
21. Donahue, C. (2009) ‘“Internationalization” and composition studies: Reorienting the discourse’. CCC: College Composition and Communication, 61 (2), 212-43.
22. Ezcurra, A.M. (2011) ‘Abandono estudiantil en educación superior: Hipótesis y conceptos’. In Gluz, N. (ed.) Admisión a la universidad y selectividad social: Cuando la democratización es más que un problema de ‘ingresos’. Los Polvorines: UNGS, 23-62.
23. Fernández Lamarra, N., and Costa de Paula M.d.F. (2011) ‘Introducción’. In Fernández Lamarra, N., and Costa de Paula, M.d.F. (eds) La democratización de la educación superior en América Latina: Límites y posibilidades. Tres de Febrero: EDUNTREF, 9-34.
24. Flores, A.M., Penkova, S., and Román-Román, A. (2009) ‘Once años de LATINDEX: Una experiencia al servicio de las publicaciones científicas iberoamericanas’. Simbiosis, 6 (1), 1-27.
25. Flower, L., and Hayes, J. (1981) ‘A cognitive process theory of writing’. CCC: College Composition and Communication, 32 (4), 365-87.
26. Halliday, M. (1978) Language as Social Semiotic: The social interpretation of language and meaning. Baltimore, MD: University Park Press.
27. Halliday, M. (1985) An Introduction to Functional Grammar. London: Arnold.
28. Horner, B. (2013) ‘Ideologies of literacy, “academic literacies,” and composition studies’. Literacy in Composition Studies, 1 (1), 1-9.
29. Hyland, K. (2000) Disciplinary Discourses: Social interactions in academic writing. Ann Arbor: University of Michigan Press.
30. Kintsch, W. (1998) Comprehension: A paradigm for cognition. New York: Cambridge University Press.
31. Klein, J.T. (1996) Crossing Boundaries: Knowledge, disciplinarities, and interdisciplinarities. Charlottesville: University of Virginia Press.
32. Klein, J.T. (2000) ‘A conceptual vocabulary of interdisciplinary science’. In Weingart, P., and Stehr, N. (eds) Practising Interdisciplinarity. Toronto, ON: University of Toronto Press, 3-24.
33. Lea, M., and Street, B. (1998) ‘Student writing in higher education: An academic literacies approach’. Studies in Higher Education, 23 (2), 157-72.
34. Lillis, T., and Scott, M. (2007) ‘Defining academic literacies research: Issues of epistemology, ideology and strategy’. Journal of Applied Linguistics, 4 (1), 5-32.
35. Liu, A. (2012) ‘The state of the digital humanities: A report and a critique’. Arts and Humanities in Higher Education, 11 (1-2), 8-41. Online. http://dx.doi.org/10.1177/1474022211427364 (accessed 21 December 2016).
36. Martin, J., and White, P. (2005) The Language of Evaluation: Appraisal in English. Basingstoke: Palgrave Macmillan.
37. Mueller, D. (2012) ‘Grasping rhetoric and composition by its long tail: What graphs can tell us about the field’s changing shape’. CCC: College Composition and Communication, 64 (1), 195-223.
38. Mullins, N., Hargens, L., Hecht, P., and Kick, E. (1977) ‘The group structure of cocitation clusters: A comparative study’. American Sociological Review, 42 (4), 552-62.
39. Navarro, F. (2012) ‘Alfabetización avanzada en la Argentina: Puntos de contacto con la enseñanza-aprendizaje de español académico como L2’. Revista Nebrija de Lingüística Aplicada, 12 (6), 49-83.
40. Navarro, F., Ávila-Reyes, N., Tapia-Ladino, M., Cristovão, V.L.L., Moritz, M.E.W., Narváez Cardona, E., and Bazerman, C. (2016) ‘Panorama histórico y contrastivo de los estudios sobre lectura y escritura en educación superior publicados en América Latina’. Revista Signos, 49 (S1), 78-99. Online. http://doi.org/10.4067/ S0718-09342016000400006 (accessed 29 November 2016).
41. Ortiz Casallas, E. (2011) ‘La escritura académica universitaria: Estado del arte’. Íkala: Revista de lenguaje y cultura, 16 (28), 17-41.
42. Parodi, G. (2010) Alfabetización académica y profesional en el siglo XXI: Leer y escribir desde las disciplinas. Santiago: Ariel.
43. Pereira, C. (2006) ‘La lectura y la escritura en el CBC: Memoria de la experiencia en la cátedra de Semiología’. Paper presented at Primer Congreso: Leer, escribir y hablar hoy. Tandil, October.
44. Phelan, T. (1999) ‘A compendium of issues for citation analysis’. Scientometrics, 45 (1), 117-36.
45. Phillips, D., Greenberg, R., and Gibson, S. (1993) ‘Chronicling a discipline’s genesis’. CCC: College Composition and Communication, 44 (4), 443-65.
46. Russell, D. (2002) Writing in the Academic Disciplines: A curricular history. Carbondale: Southern Illinois University Press.
47. Small, H.G. (1978) ‘Cited documents as concept symbols’. Social Studies of Science, 8 (3), 327-40.
48. Street, B. (1999) ‘Academic literacies’. In Jones, C., Turner, J., and Street, B. (eds) Students Writing in the University: Cultural and epistemological issues. Amsterdam: John Benjamins, 193-228.
49. Swales, J. (1990) Genre Analysis: English in academic and research settings. Cambridge: Cambridge University Press.
50. Swales, J. (2004) Research Genres: Explorations and applications. Cambridge: Cambridge University Press.
51. Swales, J. and Leeder, C. (2012) ‘A reception study of the articles published in English for Specific Purposes from 1990-1999’. English for Specific Purposes, 31 (2), 137-46.
52. Tapia-Ladino, M., Ávila-Reyes, N., Navarro, F., and Bazerman, C. (2016) ‘Milestones, disciplines and the future of initiatives of reading and writing in higher education: An analysis from key scholars in the field in Latin America’. Ilha do desterro (Higher Education Writing Studies in Latin America Special Issue), 69 (3), 189-208.
53. Toulmin, S. (1972) Human Understanding. Princeton, NJ: Princeton University Press.
54. UNESCO (n.d.) UNITWIN/UNESCO Chairs Programme. Online. http://en.unesco.org/unitwin-unesco-chairsprogramme (accessed 28 September 2016).
55. UNESCO (n.d.) (2009) Compendio mundial de la educación. Montreal: UNESCO-UIS.
56. Van Dijk, T., and Kintsch, W. (1983) Strategies of Discourse Comprehension. New York: Academic Press.
57. Vian Jr., O. (2015) ‘Os estudos brasileiros de gêneros como “epistemologia do Sul”’. Paper presented at the VIII Simpósio Internacional de Estudos de Gêneros Textuais: Diálogos no Estudo de Gêneros Textuais/ Discursivos - Uma escola brasileira?, 8-10 September 2015, USP.
58. White, H. (2001) ‘Authors as citers over time’. Journal of the American Society for Information Science and Technology, 52 (2), 87-108.
59. Blommaert, J., and Horner, B. (2017) ‘An epistolary interaction: Horner and Blommaert on academic literacies, mobility, and diversity’. London Review of Education, 15 (1), 2-20.
60. Clarence, S., and McKenna, S. (2017) ‘Developing academic literacies through understanding the nature of disciplinary knowledge’. London Review of Education, 15 (1), 38-49.
61. Harvey, S., and Stocks, P. (2017) ‘When arts meets enterprise: Transdisciplinarity, student identities, and EAP’. London Review of Education, 15 (1), 50-62.
62. Huang, C.-W., and Archer, A. (2017) ‘“Academic literacies” as moving beyond writing: Investigating multimodal approaches to academic argument’. London Review of Education, 15 (1), 63-72.
63. Kaufhold, K. (2017) ‘Tracing interacting literacy practices in master’s dissertation writing’. London Review of Education, 15 (1), 73-84.
64. Salter-Dvorak, H. (2017) ‘“How did you find the argument?”: Conflicting discourses in a master’s dissertation tutorial’. London Review of Education, 15 (1), 85-100.
65. Scott, M. (2017) ‘Academic literacies editorial’. London Review of Education, 15 (1), 1.
66. Wargo, J.M., and De Costa, P. (2017) ‘Tracing academic literacies across contemporary literacy sponsorscapes: Mobilities, ideologies, identities, and technologies’. London Review of Education, 15 (1), 101-14.
67. Filippakou, O. (2016) ‘Editorial: Higher education policymaking in an era of increasing marketization’. London Review of Education, 14 (1), 1-3.
68. Gourlay, L. (2009) ‘Threshold practices: Becoming a student through academic literacies’. London Review of Education, 7 (2), 181-92.
69. Harris, S. (2009) ‘Translation, internationalisation and the university’. London Review of Education, 7 (3), 223-33.
70. Monk, N., McDonald, S., Pasfield-Neofitou, S., and Lindgren, M. (2015) ‘Portal Pedagogy: From interdisciplinarity and internationalization to transdisciplinarity and transnationalization’. London Review of Education, 13 (3), 62-78.
71. Ruth, D. (2008) ‘Being an academic: Authorship, authenticity and authority’. London Review of Education, 6 (2), 99-109.