11:00 to 13:00
| Panel: 1F | Tema/Topic: 1 | Edificio 67, salón 512 Building 67, room 512 |
Capacidad/Available seats: 50 |
|---|---|---|---|
| IP058-Español | Las narrativas en la resignificación del Yo | Yolanda Álvarez | Universidad del Tolima |
| IP027-Español | Representaciones de la comprensión lectora de textos argumentativos por parte de estudiantes universitarios: modelos aplicables | Gloria Esperanza Bernal Ramírez |
Pontificia Universidad Javeriana |
| IP026-Español | Tipos de textos producidos en cursos de Lingüística: diferencias entre licenciatura y doctorado | Melanie Elizabeth Montes Silva
Guadalupe López Bonilla |
Universidad Autónoma de Baja California |
| IP047-Español | Un relevamiento de prácticas de lectura, escritura y oralidad promovidas por docentes universitarios de áreas curriculares diversas | Miriam Casco | Universidad Nacional del Centro de la Provincia de Buenos Aires |
| Panel: 2F | Tema/Topic: 10 | Edificio 67, salón 210 Building 67, room 210 |
Capacidad/Available seats: 50 |
|---|---|---|---|
| IP073-Español | El alcance intertextual de monografías de Humanidades de la Universidad de Buenos Aires | María Valentina Fahler | Universidad de Buenos Aires |
| IP074-Español | Estrategias metodológicas para la conformación de los Grupos de Apoyo a la Cultura Académica (GRACA) en la Universidad del Valle como parte del proyecto de alfabetización académica | Luis Emilio Mora | Universidad del Valle |
| IP052-Español | Metodología para la implementación del diplomado la lectura y al escritura en el aula universitaria | Esperanza Arciniegas Lagos
Karina Alejandra Arenas |
Universidad del Valle |
| Panel: 3F | Tema/Topic: 10 | Edificio 67, salón 404 Building 67, room 404 |
Capacidad/Available seats: 50 |
|---|---|---|---|
| IP025-Español | De la reflexión al aprendizaje: los textos reflexivos del Curso de escritura académica de la Universidad de los Andes | Christian Vásquez | Universidad de los Andes |
| IP041-Español | ¿Qué hacen las universidades con los resultados de las investigaciones sobre los bajos niveles en lectura y escritura en nuestro país? Análisis de una experiencia | Rafael Ayala Sáenz | Fundación Universitaria Los Libertadores |
| IP045-Español | Leer y escribir a través del currículo como política institucional. Logros y desafíos del Programa de Alfabetización Académica de la Pontificia Universidad Católica Madre y Maestra | Liliana Montenegro | Pontificia Universidad Catolica Madre y Maestra |
| Panel: 4F | Tema/Topic: 6 | Edificio 27, salón 611 Building 27, room 611 |
Capacidad/Available seats: 30 |
|---|---|---|---|
| IP100-Español | Géneros de escritura del área de lingüística: un estudio exploratorio en una licenciatura en la enseñanza del inglés | Amelia Hernández Grande
Gicela Cuatlapantzi Pichón Laura Lima Xalteno |
Benemérita Universidad Autónoma de Puebla |
| IP087-Español | La reformulación de fuentes mútiples argumentativas en ensayos escritas por alumnos universitarios | Sivia Inés Sosa de Montyn | Universidad Nacional de Córdoba |
| IP113-Español | Estrategias de (contra)argumentación: la exposición de la tesis y la inserción de voces ajenas en ensayos de estudiantes universitarios noveles | María Gabriela Mazzuchino | Instituto Tecnológico Autónomo de México (ITAM) |
| Panel: 5F | Tema/Topic: 6 | Santiago Páramo Auditorium, building 2 (Fernando Barón), 7th floor | Capacidad/Available seats: 208 |
|---|---|---|---|
| IP059-Español | Las influencias de lo escrito en la consideración de las relaciones semántico léxicas | Claudia Rosario Portilla Ramírez
Ana Teberosky |
Universidad de Barcelona |
| IP154-Español | El rol de tutor virtual universitario como gestor cultural académico | Elizabeth Lara Arcos | Corporación Universitaria Iberoamericana |
| IP167-Español | Un proyecto de lectura y escritura en Contaduría Pública. Posibilidades y retos para la articulación entre la investigación formativa y la propiamente dicha. | Gabriel Rueda Delgado Blanca Yaneth González Pinzón |
Universidad Nacional Universidad Javeriana - Cátedra |
| Panel: 6F | Tema/Topic: 7 | Edificio 67, salón 214 Building 67, room 214 |
Capacidad/Available seats: 55 |
|---|---|---|---|
| IP125-Español | Metáforas para argumentar en las clases de Biología | Federico Navarro
Andrea Revel Chion |
Universidad de Buenos Aires |
| IP092-Español | Los libros de lectura para el primer ciclo de la escolaridad en México. Implicaciones educativas de un estudio léxico-gráfico | Mónica Alvarado
Karen Ángeles Jiménez Oregel Alejandra García Aldeco |
Universidad Autónoma de Querétaro |
| IP121-Español | El desarrollo evolutivo del sujeto para enfrentar la lectura y la escritura | Amparo Aurora Ramírez | Universidad Cooperativa de Colombia |
| IP039-Español | Lo que se hereda no se roba | Inés Angélica Pena Schwengel
Daniel Alvarez Rivero |
Instituto Universitario CLAEH |
| Panel: 7F | Tema/Topic: 6 | Edificio 67, salón 405 Building 67, room 405 |
Capacidad/Available seats: 50 |
|---|---|---|---|
| IP071-English | Towards a pedagogy of critical literacy: exploring neoliberal policies on the border | Sean Garcia | University of Texas at El Paso |
| IP081-English | Using Awareness raising strategies to develop Argumentative Essay writing | Sruti Akula | The English and Foreign Languages University, Hyderabad |
| IP190-English | Writing as a way of participating in knowledge constructuion within two university classroom | Maria Elena Molina
Paula Carlino |
CONICET / Universidad de Buenos Aires |
| IP197-English | Analizing the conceptions of academic writing regarding writing in the disicplines presented in the Wrab conference 2017 | Ángel Arévalo
Lina María Durán Zapata |
Pontificia Universidad Javeriana |
| Panel: 8F | Tema/Topic: 9 | Edificio 67, salón 407 Building 67, room 407 |
Capacidad/Available seats: 50 |
|---|---|---|---|
| IP186-English | Linguistic and Rhetorical Flexibility in Writing: Mobile Knowledge for a Mobile Era | Christiane Donahue | Dartmouth and U. of Lille |
| IP027-English | New Black Boxes: Preparing Students to Compose Digitally Across Borders | Pihlaja Beau | The University of Texas at El Paso |
| IP029-English | Recursive Feedback Initiators in e-Learning Environments | Sarah McCarthey | University of Illinois at Urbana-Champaign |
| Panel: 9F | Tema/Topic: 4 | Edificio 67, salón 408 Building 67, room 408 |
Capacidad/Available seats: 50 |
|---|---|---|---|
| IP193-English | Writing Programs along the U.S/Mexico Border | Lizbett Tinoco | University of Texas at El Paso |
| IP150-English | Socioeconomic class, study abroad, and inclusion: A survey of translingual writing programs | William Benedict Lalicker | West Chester University of Pennsylvania |
| IP160-English | Racialized Literacies of Struggle: A Young Black Colombian Male’s Learning and Participation in the Classroom | Beatriz Guerrero Arias | Universidad del Valle |
| IP018 - English | Brazilian graduate students' perceptions of challenges to write academically in English | Marina Santhiago Dantas Lunn
Marília Mendes Ferreira |
Universidade de São Paulo |
| Panel: 10F | Tema/Topic: 1 | Edificio 67, salón 206 Building 67, room 206 |
Capacidad/Available seats: 50 |
|---|---|---|---|
| IP126-English | Literacy, college readiness, and immigrant students in small town high schools | Todd Ruecker | University of New Mexico |
| IP133-English | Brazilian graduate students' perceptions of challenges to write academically in English | Marina Santhiago Dantas Lunn Marília Medes Ferreira |
University of São Paulo |
| IP082-English | Perception and recognition of textual genres: A phenomenological approach | David Russell | Iowa State University |
| IP010-English | Doctoral students' regulation episodes when writing the first scientific article | Anna Sala-Bubaré Montserrat Castelló |
Blanquerna Universitat Ramon Llull |
| Symposium: 1F | Edificio 49 (Félix Restrepo), Auditorio Félix Restrepo, sala B
Building 49 (Félix Restrepo), Félix Restrepo Auditorum, room B |
Capacidad/Available seats: 96 | |
|---|---|---|---|
| S025-English | Mobility in Writing Studies: Theoretical and Empirical Studies in How Writing Moves | Brice Nordquist Bruce Horner Angela Rounsaville Kate Vieira Rebecca Lorimer Leonard Tom Fox Steven Fraiberg |
Syracuse University University of Louisville University of Central Florida University of Wisconsin-Madison University of Massachusetts Amherst Michigan State University Michigan State University |
| Symposium: 2F | Edificio 49 (Félix Restrepo), Auditorio Félix Restrepo, sala C
Building 49 (Félix Restrepo), Félix Restrepo Auditorum, room C |
Capacidad/Available seats: 108 | |
|---|---|---|---|
| S022-English - Portugués | Teaching and learning how to write academic texts | Claudia Rosa Riolfi Valdir Heitor Barzotto Emari Andrade Mariana Aparecida de Oliveira Ribeiro Mical de Melo Marcelino Thomas Massao |
Universidade de São Paulo Universidade de São Paulo Universidade de São Paulo Universidade Federal do Maranhão Univerisade Federal de Uberlândia Universidade Federal do Pará |
| Symposium: 3F | Edificio 2 (Fernando Barón), Auditorio Luis Carlos Galán
Building 2 (Fernando Barón) Luis Carlos Galán Auditorium |
Capacidad/Available seats: 113 | |
|---|---|---|---|
| S021-English | Writing assessment: Implications for theory and intervention for various populations | Young-Suk Kim
Charles A. MacArthur Zoi A. Philippakos David Coker Adrian Pasquarella Michael Hebert Sarah Powell David Kearns |
University of California at Irvine
University of Delaware University of North Carolina University of Delaware University of Delaware University of Nebraska-Lincoln University of Texas at Austin University of Connecticut |
| Symposium: 4F | Edificio 3 (Gabriel Giraldo), Marino Troncoso , Building 3 (Gabriel Girlado), Marino Troncoso Auditorium | Capacidad/Available seats: 219 | |
|---|---|---|---|
| S004-Español | Iniciativas de trabajo con la escritura y la comunicación en las ingenierías en países de América del Sur: desarrollos y proyecciones | Elizabeth Narváez Cardona Diana Mónica Waigandt Beatriz Gaydeczka Estela Moyano Ruth Fische Gladys Stella López Ricardo Ramírez Giraldo |
Universidad Autónoma de Occidente, Colombia Universidad Nacional de Entre Ríos, Argentina Universidade Federal do Triangulo Mineiro, Brasil Universidad de Flores, Argentina Universidad del Valle, Colombia |
| Symposium: 5F | Edificio 20 (Jorge Hoyos Vásquez), Auditorio Alfonso Quintana Cárdenas Building number 20 (Jorge Hoyos Vásquez), Alfonso Quintana Cárdenas Auditorium | Capacidad/Available seats: 260 | |
|---|---|---|---|
| S019-English | Offering models of writing center assessment that represent writers holistically | Julie Nelson Christoph
Andrea Scott Pamela Elizabeth Bromley |
University of Puget Sound
Pitzer College Pomona College |
| Symposium: 6F | Edificio 34 (Alejandro Novoa), Auditorio Alejandro Novoa
Building 34 (Alejandro Novoa), Alejandro Novoa Auditorium |
Capacidad/Available seats: 110 | |
|---|---|---|---|
| S014-English and Spanish | International Research on the Development of Student Writers: US and Mexican Student Perceptions and Practices in STEM Writing | Anne Ruggles Gere (English) Alma Carrasco Jacqueline Mata Santel Claudia Albarrán-Ampudia |
University of Michigan Benemérita Universidad Autónoma de Puebla Instituto Tecnológico Autónomo de México |
| Symposium: 7F | Edificio 41 (Pablo VI), Auditorio Pablo VI
Building 41 (Pablo VI), Pablo VI Auditorium |
Capacidad/Available seats: 144 | |
|---|---|---|---|
| S018-English | Engaging the Transnational: A Multi-Sited Study of Discourse about Writing in Tertiary Education in Romania, Nepal, India, and Colombia | Sara P. Alvarez
Ligia Mihut Santosh Khadka Ghanashyam Sharma |
University of Louisville
Barry University California State University Northridge Stony Brook University |
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?