An analytical view of writing in graduate school: a review of documented practices in Latin America.

• Pilar Mirely Chois-Lenis ^[1] ; Héctor Iván Guerrero-Jiménez ^[2] ; Rocío Brambila-Limón ^[3]
  1. [1] Universidad del Cauca

     Universidad del Cauca

     Colombia

     
  2. [2] Fundación Universitaria María Caño

     Fundación Universitaria María Caño

     Colombia

     
  3. [3] Universidad Autónoma de Tlaxcala

     Universidad Autónoma de Tlaxcala

     México

     

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• Localización: Íkala, ISSN 0123-3432, Vol. 25, Nº. 2, 2020, págs. 535-556
• Idioma: varios idiomas
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• Resumen

  • This review of pedagogical experiences presents a state of knowledge to the field of writing in graduate school, by putting forward the varied ways to teach writing in the disciplines and in contemporary Latin American contexts, from a New Literacy Studies perspective. This review showed some trends, such as the following (a) most of the experiences were delivered in curricular spaces called workshops or seminars; (b) they were oriented by a language specialist; (c) they emphasized peer revision as a didactic strategy; and (d) they focused on writing the thesis or a section of it. Furthermore, it revealed tensions between the writing teaching models being proposed and who should be responsible for carrying them out.