ESCRIBIR LEER Y APRENDER EN LA UNIVERSIDAD PAULA CARLINO PDF

Escribir, Leer y Aprender en La Universidad – Paula Carlino-subry2 – Download as PDF File .pdf) or read online. Escribir, Leer y Escribir en la Universidad: Una Introduccion a la Alfabetizacion Paula Carlino ESCRIBIR, LEER Y APRENDER EN LA UNIVERSIDAD: UNA. Escribir, leer y aprender en la universidad: Una introduccion a la alfabetizacion academica (Spanish) Paperback – Import, 31 Dec by Paula Carlino.

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Escribir, Leer y Escribir en la Universidad : Una Introduccion a la Alfabetizacion Academica

What sectors supported Nazism and why? Lectura y Vida, 28 2 Research in the Teaching of English, 18, Note-taking in Case 2 also acquired a different purpose and use than in Case 1: Science Education, 77 1 Although the results discussed above cannot be generalized they can be contrasted with studies done in other contexts, providing relevant information on how teaching styles can promote or hinder the arising of the epistemic and polyphonic use of reading and writing in and outside the classroom.

Lectura y Vida, 23 3 Effects of guided notes versus completed notes during lectures on college students’ quiz performance Eecribir of Applied Behavior Analysis, 39 1 Interactions of Writing and Classroom Discourse.

The dialogue held in the classroom brought to the surface the challenges that this text presented to newcomers in the discipline and provided the professor with the necessary information to decide how to intervene. Case 1 illustrates the aprdnder or sewed place given to literacy, while Case 2 gives a detailed example of the interweaving of reading with disciplinary contents.

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But here it says that the left could not co-opt them [ A riew of studies that use cultural-historical activity theory”, Mind, Culture and Activity, vol.

As a matter of fact, since Amanda and Sara almost exclusively studied from their class-notes, relevant information that could be omitted in their writing would probably not be later completed, corrected, or confronted with disciplinary texts information.

The [social] class changes Relacionado con este aspecto, se encuentra el uso constante del verbo modal deber. Lectura y Vida, 31, Abstract Based on the linguistic analysis of a corpus of scholastic essays, in this article we explore the discursive resources that university students use in the construction and expression of opinion during the final courses of their academic studies.

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She also defined reading as something that will let students appreciate different perspectives on the content, which at the time would allow avoiding dogmatic postures through class discussion and confrontation of different interpretations: The previous excerpt illustrates how the professor referred to the bibliography from the very beginning of the class and also how students asked about texts they had read beforehand.

How writing shapes thinking: Master’s Degree in Research in Specific Didactics. Students writing in the university. Infancia y Aprendizaje, 28 3 Finally, the distinction between the use of class-notes as a product or process has recently been related by Espino and Miras with superficial or in-depth learning approaches taken by higher education students.

Pereira, Cecilia y Di Stefano, Mariana In addition, the possibility for students to actively construct meanings from texts seems to be scarce when teaching consists mostly of lectures. Reading and writing tasks on different university degree courses: Then, we analyze reading and note-taking in subject area courses offered to History and Geography pre-service teachers in two institutions.

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Furthermore, after finishing reading aloud the excerpts, Julia offered little or no time to discuss interpretations of the texts, and immediately provided her own interpretation. Sara also mentioned similar reasons when she explained why she did not read the material specified as compulsory reading in the syllabus: As well, this study provides a thick description of the two ways in which professors deal with literacy tasks in their courses, as proposed by Carlino, Iglesia and Laxalt Working with literacy as interwoven with disciplinary contents, according to the authors, can be a decisive factor to use literacy as an epistemic tool.

A guide to developing programs, Newbury Parck: And that, eh…, which one would be the source of that information that the professor gives you? Julia posited that disciplinary texts were a source of information and, besides, she referred to them as devices that allowed students to contrast and reflect jniversidad different u on what was being studied.