期刊名称：Magis. Revista Internacional de Investigación en Educación
印刷版ISSN：2027-1182
出版年度：2012
卷号：5
期号：10
语种：Spanish
出版社：International Journal of Research in Education
摘要：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 practice The 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.
其他摘要：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.
