SciELO - Scientific Electronic Library Online

 
vol.54 número2UN CORPUS DE PARÁFRASIS EN ESPAÑOL: METODOLOGÍA, ELABORACIÓN Y ANÁLISISDE QUÉ HABLAMOS CUANDO HABLAMOS DE ETNOLINGÜÍSTICA: BASES TEÓRICO-METODOLÓGICAS PARA UN TRABAJO CON EL MAPUNZUGUN índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Revista

Articulo

Indicadores

Links relacionados

  • En proceso de indezaciónCitado por Google
  • No hay articulos similaresSimilares en SciELO
  • En proceso de indezaciónSimilares en Google

Compartir


RLA. Revista de lingüística teórica y aplicada

versión On-line ISSN 0718-4883

Resumen

VELASQUEZ RIVERA, MARISOL  y  MARINKOVICH RAVENA, JUANA. TOWARDS AN EXPLANATORY MODEL OF THE PROCESS OF LITERACY IN ACADEMIC WRITING IN THE UNDERGRADUATE PROGRAMS OF HISTORY AND BIOLOGY. RLA [online]. 2016, vol.54, n.2, pp.113-136. ISSN 0718-4883.  http://dx.doi.org/10.4067/S0718-48832016000200006.

Academic literacy in academic writing has become a challenge for institutions of higher education, specially in Latin America. Initially, varied experiences arise that reflect this concern not only in terms of didactic and methodological proposals, but also in terms of research. As regards the latter, the present study attempts to move towards a consolidation of various results already validated in previous projects. Thus, the objective that guides this work is to propose an explanatory model that accounts for the process of literacy in academic writing according to a number of inputs which contribute to the formation of the undergraduate programs in History and Biology of a university belonging to the Rectors' Council of Chile (CRUCH). The methodological framework to achieve this objective is inserted into the qualitative paradigm and an interpretative approach of data collected from focus groups with students and in-depth interviews with teachers, all of which was complemented with the programs of study, the corresponding graduate profiles, and the corresponding writing activities with their associated materials. This wealth of data was analyzed using the technique of content analysis and subsequent categorization, and it is finally reflected in two explanatory models in which the most important landmarks are displayed concerning the learning of every field of knowledge and the impact of writing in this process. To summarize, the models show three essential moments in their attainment, they are articulated around certain key areas, and, while they share cognitive skills, they do not share the requirements of each type of thinking (historical or scientific), nor the genres circulating in each disciplinary community.

Palabras clave : Academic literacy; epistemic writing; historical thinking; scientific thought.

        · resumen en Español     · texto en Español     · Español ( pdf )

 

Creative Commons License Todo el contenido de esta revista, excepto dónde está identificado, está bajo una Licencia Creative Commons