8:00 to 10:00

Abstracts

Panel: 1H	Tema/Topic: 4 & 6	Edificio 49 (Félix Restrepo), Auditorio Félix Restrepo, sala A  Building 49 (Félix Restrepo), Felix Restrepo Auditorium, room A	Capacidad/Available seats: 108
IP006-Español	De la universidad nómada a la escritura territorial: prácticas de lectura y escritura académicas y no tan académicas con la comunidad Eperara Sapiadara	Alejandro Castillo	Universidad Abierta y a Distancia UNAD
IP082-Español	Escritura académica, bilingüismo, cultura: Un campo de fuerzas descrito por estudiantes universitarios indígenas.	Mauricio Pérez Abril  Gilberto Braulio Aranda	Pontificia Universidad Javeriana - Bogotá Universidad Pedagógica Nacional - México
IP091-Español	El espacio áulico en los Centros Etnoeducativos wayuu y su relación con la lengua y la identidad	Ingrid Paola Calderón Ramos	Universidad Santo Tomás Bogotá
IP158-Español	Los procesos de evaluación: componentes indispensables en la didáctica del lenguaje	María Alejandra Restrepo	Pontificia Universidad Javeriana

Panel: 2H	Tema/Topic: 6	Edificio 49 (Félix Restrepo) Auditorio Félix Restrepo, sala C Building 49 (Félix Restrepo) Felix Restrepo Auditorium, room C	Capacidad/Available seats: 108
IP161-Español	Variación de los usos de la escritura en un pregrado colombiano de Ingeniería Industrial	Elizabeth Narváez	Universidad Autónoma de Occidente
IP162-Español	La clase de medicina basada en evidencias como una comunidad de discurso	Emilce Moreno	Pontificia Universidad Javeriana
IP136-Español	Centro de aprendizaje, redacción y lenguas: una década de trabajo y reflexión	Lilyth Orsmby	Instituto Tecnológico Autónomo de México
IP133 - Español	La inserción de la escritura como herramienta epistémica en las clases de literatura	Manuel Villavicencio Quinde	Universidad de Cuenca

Panel: 3H	Tema/Topic: 9	Edificio 49 (Félix Restrepo), Auditorio Félix Restrepo, sala B Building 49 (Félix Restrepo) Felix Restrepo Auditorium, room B	Capacidad/Available seats: 96
IP009-Portugués	Estratégias metacognitivas e (re)organização das atividades de leitura por meio do estudo dos eixos texto e perguntas nos livros didáticos de língua portuguesa	Patricia Botelho	Centro Universitário Geraldo di Biase
IP001-Portugués	Escrever e construir imagens no ensino superior: o professor e a criança nos textos lidos em Pedagogia.	Tathiane Graziela Cipullo	Universidade de Sao Paulo

Panel: 4H	Tema/Topic: 9 & 1	Edificio 3 (Gabriel Giraldo) Auditorio Luis Carlos Galán Building 3 (Gabriel Girlado) Luis Carlos Galán Auditorium	Capacidad/Available seats: 219
IP001-Francés	TICE et Linguistique Textuelle utilisés dans la formation en écriture des futurs enseignants de FLE : La plate-forme ELiTe-[FLE]	Jorge Mauricio Molina Mejía	Laboratoire LIDILEM - Université Grenoble Alpes Universidad de Antioquia
IP011-Francés	Approches permettant de pallier les difficultés en écriture de jeunes adultes non diplômés: une synthèse systématique des connaissances	Chantal Ouellet	Université du Québec à Montréal
IP008-Francés	Approche corrective et compensatoire pour développer les représentations lexicales du scripteur dysorthographique	Nathalie Chapleau	Université du Québec à Montréal
IP016-Francés	Perceptions de futurs enseignants de leur compétence à communiquer à l’écrit	France Dufour	Université du Québec à Montréal

Panel: 5H	Tema/Topic: 6	Edificio 2 (Fernando Barón), Auditorio Marino Troncoso Building 2 (Fernando Barón), Marino Troncoso Auditorium	Capacidad/Available seats: 113
IP168-English	OWI and the Fractal Nature of Teaching Writing	Scott Warnock	Drexel University
IP094-English	Strategies to rapidly accelerate L2 academic writing performance in tertiary-level adult learners	Liliana Cuesta Carl Edlund Anderson Jermaine S. McDougald	Universidad de la Sabana
IP106-English	Writing in science at school: the progression of scientific writing in Chilean schools	Margarita María Calderón López Karin Ivonne Gonzalez Allende	Universidad de Chile
IP113-English	What gives writing audible voice? The mind of the reader	Airlie Rose	Estados Unidos (USA)

Panel: 6H	Tema/Topic: 8	Edificio 34 (Alejandro Novoa), Auditorio Alejandro Novoa Bulding 34 (Alejandro Novoa), Alejando Novoa Auditorium	Capacidad/Available seats: 110
IP080-English	Building Communities of Practice through teacher training on Written Corrective Feedback	Emma Rye	Universidad de los Andes
IP047-English	Enriching knowledge and competence for the diverse writing classroom: a training regimen for faculty and tutors	Maria Zlateva	Boston University
IP188-English	Supporting academic literacies: university teachers in collaboration for change	Lotta Ann-ChristinLinnéa Bergman	Faculty of Learning and SocietyUniversity of Malmö
IP112-English	International Professional Development in Writing Instruction	Sarah McCarthey	University of Illinois at Urbana-Champaign

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

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?