Thursday February 16 – Afternoon

14:30 to 16:00


Abstracts


Panel: 1E Tema/Topic: 1 Edificio 67, salón 214
Building 67, room 214
Capacidad/Available seats: 55
IP004-Francés La lecture d’un roman en classe de français langue seconde Djaouida Hamdani Université du Québec à Montréal
IP043-Español (francés) Dictation transformé comme une stratégie pédagogique en L2 Fernande Lucette Menet Universidad Santo Tomás Bucaramanga
IP005-Francés L'importance de la séquence : oral, lecture et écriture en espagnol et français langue étrangère à travers l’Approche Neurolinguistique (ANL) en contexte universitaire Jessica Payeras

Ayarid Guillén

Djaouida Hamdani
Université du Québec à Montréal
IP012-Francés Les dictées métacognitives peuvent-elles améliorer la motivation et la compétence à écrire en français chez des adolescents scolarisés dans cette langue en contexte minoritaire? Marie Nadeau Université du Québec À Montréal
Panel: 2E Tema/Topic: 7 Edificio 67, salón 403
Building 67, room 403
Capacidad/Available seats: 45
IP042-Español Desarrollo de distintos tipos de textos en niños de primaria. Caso Bogotá María Rosaura González Serrano

Ligia Ochoa Sierra
Universidad Nacional de Colombia
IP001-Español La revisión de los textos y la autorregulación de la escritura en el aula de Secundaria. Un estudio sobre el uso de los tiempos verbales del pasado en las narraciones Carmen Rodríguez-Gonzalo Universitat de València
IP062-Español Leer, escribir y hablar en una emisora escolar Emma Adriana De la Rosa

Claudia Alexandra Roldán Morales
Universidad Autónoma de Occidente
IP050-Español Alfabetización académica: Investigaciones desde el postgrado hacía la escuela o el colegio Fulvia Morales Universidad de Panamá
Panel: 3E Tema/Topic: 2 Edificio 67, salón 304
Building 67, room 304
Capacidad/Available seats: 45
IP012-Español Sobre cómo influímos los docentes en el autoconcepto lectoescritor de los estudiantes Fabio Enrique Barragán Santos Unisangil
IP146-Español Prácticas y representaciones de lectura y escritura en los estudiantes de la Universidad Autónoma de la Ciudad de México Cecilia Thomsen Zenteno
Marco Antonio Noguez Córdoba
Gabriela Bayona Trejo
Carolina Galván Espinosa
Ana María Hernández López
Mayela Parra Barboza
Pilar Rodríguez Juárez
Universidad Autónoma de la Ciudad de México
IP104-Español Entre-textos universitarios: Leer y escribir en el marco de la construcción de un proyecto de grado Nylza Offir Garca Vera Universidad Pedagógica Nacional
Panel: 4E Tema/Topic: 10 Edificio 67, salón 404
Building 67, room 404
Capacidad/Available seats: 55
IP156-Español Pasarse "la pelota" de la escritura. Condiciones de posibilidad para el trabajo docente colegiado, como oportunidad para contribuir a la formación de lectores y escritores críticos de la facultad de ciencias de la comunicación de Uniminuto, sede principal Paola Ruiz-Rodríguez Corporación Universitaria Minuto de Dios
IP035-Español El papel de la modalidad en la formación de la comunidad de fisioterapeutas en desarrollo María del Pilar Martínez y Menchaca Universidad de las Américas Puebla
IP049-Español Caracterización de prácticas de escritura en un programa de Biología Alejandro Córdova Jiménez

Felipe González Catalán

Lisbeth Arenas Witker
Pontificia Universidad Católica de Valparaíso
Panel: 5E Tema/Topic: 2 Edificio 67, salón 504
Building 67, room 504
Capacidad/Available seats: 55
IP149-Español Escribir el "trabajo final" en ingeniería: el proceso y el acompañamiento Jusmeidy Zambrano

Natalia Rosli
Universidad Nacional de Chilecito/ GICEOLEM, CONICET
IP057-Español Del portafolio a la revista digital: Un proceso de lectura, escritura y corrección Judith Villamizar Pontificia Universidad Javeriana
IP060-Español El parámetro "cantidad de palabras" en función del nivel en la certificación del español académico María Cecilia Ainciburu Universidad Antonio de Nebrija (Madrid) y Università degli Studi di Siena (Italia)
IP032-Español Reporte de la prueba diagnóstica de escritura como modelo de retroalimentación formativa Wilson Andrés Bautista Ríos

María Isabel Patiño
Universidad de los Andes
Panel: 6E Tema/Topic: 1 Edificio 67, salón 507
Building 67, room 507
Capacidad/Available seats: 55
IP110-English Examining the Role of Self-Efficacy for Writing on Writing Achievement and Self-Regulation Sharon Zumbrunn

Marcie Walsh
Virginia Commonwealth University
IP074-English The relationship between metalinguistic understanding, student writing and teaching Helen Lines
Debra Myhill
Susan Jones
University of Exeter
IP125-English Apprentices Becoming Masters: Dissertation Boot Camps and Navigating the Threshold Between Graduate Student and Full-Fledged Member of a Discipline Kathryn Baillargeon University of California, Santa Barbara
IP130-English The Transformative Power of Purposeful Talk: Writing Conference Genres and How They Position Children as Authoritative Agents or Passive Observers Lisa Hawkins Ball State University
Panel: 7E Tema/Topic: 4 Edificio 49 (Félix Restrepo), Auditorio Félix Restrepo, sala D
Building 49 (Félix Restrepo), Félix Restrepo Auditorium, room D
Capacidad/Available seats: 35
IP135-English Writing learning using Arts in a multilingual context in Grade 3 Carolina María Dias Gonçalves
Ágata Pereira
Escola Superior de Educação de Lisboa | CICS.Nova, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa
IP161-English Developing Multilingual Technical Communication Curricula: Current Models and Future Goals Laura Gonzales University of Texas at El Paso
IP090-English State Writing Standards and Assessments as Predictors of Student Writing Achievement: Analysis of NAEP Data Gary Troia Michigan State University
Panel: 8E Tema/Topic: 6 Edificio 49 (Félix Restrepo), Auditorio Félix Restrepo, sala A
Building 49 (Félix Restrepo), Félix Restrepo Auditorium, room A
Capacidad/Available seats: 108
IP200-English Reverence, Refuge, Despair, and Loss: Poetic Encounters with Nature Mary Sawyer
Zanyell Garmon State University of New York, New Paltz
IP194-English What makes writing 'academic'? Julia Molinari University of Nottingham
IP076-English University teachers and their feelings as writers Montserrat Castelló Badía

Liliana del Pilar Gallego Castaño
Universitat Ramon Llull
Universidad de Caldas
IP098-English An experimental study of Strategic and Interactive Writing Instruction Kimberly Wolbers

Hannah Dostal

Jennifer Renée Kilpatrick

Steve Graham

Lee Branum-Martin
University of Tennesee

University of Connecticut

University of North Florida 

Arizona State University 

Georgia State University
Symposium: 1E Edificio 49 (Félix Restrepo), Auditorio Félix Restrepo, sala C

Building 49 (Félix Restrepo), Félix Restrepo Auditorium, room C
Capacidad/Available seats:
S012-English Writing Development and Instruction Across Preschool and Elementary School David Coker
Young-Suk Grace Kim
Stephen Hooper
Costa Lara Jane
Sideris, J.
Green, M.
Lanz, K.
Jordan, R.
Fernandez, E.

Edwards,C.
Vanselous, S.
Yerby, D.
Austin Jennings
Charles MacArthur
Elizabeth Farley
Cynthia S. Puranik
Michael Hebert
Janet Bohaty
Ron Nelson
Julia Roehling
University of Delaware, U.S.
Florida State University
University of Delaware, U.S.
Georgia State University
University of Nebraska—Lincoln
Symposium: 2E Edificio 2 (Fernando Barón), Auditorio Marino Troncoso

Building 2 (Fernando Barón), Marino Troncoso Auditorium
Capacidad/Available seats: 113
S004-English Functions and uses of digital writing. Insights from 3 text oriented ethnographical studies Mari-Ann Igland
Joke Dewilde
Elin Strømann
Atle Skaftun
Norwegian University of Science and Technology
University of Oslo
Norwegian University of Science and Technology
University of Stavanger
Symposium: 3E Edificio 20 (Jorge Hoyos Vásquez), Auditorio Alfonso Quintana Cárdenas

Building 20 (Jorge Hoyos Vásquez), Alfonso Quintana Cárdenas Auditorium
Capacidad/Available seats: 260
S002-Español Aprender a leer y escribir en contextos complejos, al mismo tiempo que se aprende a ser docente y a ser un profesional Ana María Méndez Puga
María de Lourdes Vargas Garduño
Alethia Danae Vargas Silva
Olga López Pérez
María de Jesús Pasallo Zepeda
Irma Leticia Castro Valdovinos
Jazmin Erandi Rodríguez
Denise Alexia Cuevas
Verónica Oros Servín
Laura Teresa Rayas Rojas
Andrea Nayeli Pérez Bedolla
Erwin Rogelio Villuendas
Mariana Uribe Cortés
Nancy Karen Ramírez Sánchez
Universidad Michoacana de San Nicolás de Hidalgo (UMSNH)

Instituto Michoacano de Ciencias de la Educación
Mesa Redonda/Round Table: 1E Edificio 41 (Pablo VI), Auditorio Pablo VI

Building 41 (Pablo VI), Pablo VI Auditorium
Capacidad/Available seats: 144
RT003-Español Las evaluaciones de tutoría que hacen los estudiantes como insumo para mejorar la propia práctica Lina Paola Lara Negrette

Juliana Sandoval Álvarez

María José Ramírez Gómez
Universidad de los Andes
Mesa Redonda/Round Table: 3E Edificio 49 (Félix Restrepo), Auditorio Félix Restrepo, sala B

Building number 49 (Félix Restrepo), Félix Restrepo Auditorium, room B
Capacidad/Available seats: 96
RT002-English Multilingual Students and Tutors: Cultivating New Writing Center Practices Across Borders Herman Louis Aaron

Consuelo Salas

Terence McEneny

Lizbet Tinoco
University of Texas at El Paso

Topics


1

Students’ experiences and representations

What are the students perceptions about of their processes and practices in writing? What do students think about their institution’s initiatives to develop writing? How do students experience the academy through their writing processes?


2

Writing assessment

What is the effect of the assessment of writing into the students’ learning? How does feedback influence in writing learning processes? How do international standardized tests contribute to the assumptions about reading and writing practices? What role do international standardized tests play in national policies for the development of reading and writing?


3

Historical approaches

How can big social challenges be overcome in order to face inequality in access to reading and writing? What does it mean to read and write for a full exercise of citizenship in the XXI century? How do reading and writing work in a globalized and ideologically diverse world? How is freedom of expression affected because of such diversity?


4

Interculturality: L1, L2 and L3

How is writing assumed in intercultural classrooms? To what extent and in what matters does writing teaching (in L1, L2 and L3) converge and diverge?


5

Reading, Writing and Democracy

How can big social challenges be overcome in order to face inequality in access to reading and writing? What does it mean to read and write for a full exercise of citizenship in the XXI century? How do reading and writing work in a globalized and ideologically diverse world? How is freedom of expression affected because of such diversity?


6

Genres, functions, and uses of reading and writing

What are the dominant genres across the different levels of education? What are pedagogical and didactical demands imposed by such genres on teaching and learning processes? How can we incorporate different genres, functions and uses of writing into the curriculums? How does writing fulfill the needs of productive systems?


7

How does writing develop across the student's life?

What specific features does writing suppose for each level of education? How do those specific features relate to the subject’s literacy development? How are those specific features dealt with in terms of pedagogy? To what extent and in what matters does writing processes converge and diverge in the transition from one level of education to another one?


8

Teacher formation and classroom mediation through writing

How do professors from different disciplines get involved in their students' formation in writing? What particular features do teacher formation programs have regarding reading and writing? What specific demands are there for the formation as a researcher in the field of reading and writing?


9

Material design for teaching and learning writing processes; new technologies and alternative education modalities (e.g. distance education, rural education, inclusive education, etc.)

How do teaching and learning materials affect the development of writing processes? What changes in the acts of reading and writing have digital technologies brought about? What challenges face teaching of writing in virtual spaces of education? How do institutions, about writing processes, meet the challenges of diverse education modalities in the modern world?


10

Institutional Initiatives

How do institutions face writing issues? What theoretical foundations do institutions adopt? What difficulties have been encountered when highlighting the importance of writing in the curriculum? What is the balance of widely experienced institutional policies regarding writing development and research?