From Genres to Literacy Practices: Contributions of a Processual and Writers-Based Approach to the Analysis of Transitions
This article examines writing in the university-to-work transition from a processual, emic perspective. Traditionally, research has focused on genres as textual products, which has tended to reify conventions and render invisible the circumstances from which they arise. Drawing on a qualitative stud...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Nacional del Nordeste. Facultad de Humanidades. Instituto de Letras "Alfredo Veiravé"
2025
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| Acceso en línea: | https://revistas.unne.edu.ar/index.php/clt/article/view/8989 |
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| Sumario: | This article examines writing in the university-to-work transition from a processual, emic perspective. Traditionally, research has focused on genres as textual products, which has tended to reify conventions and render invisible the circumstances from which they arise. Drawing on a qualitative study based on a questionnaire and 24 interviews, we analyze the experiences of six law students from Argentine universities. We summarize the contributions of this theoretical–methodological perspective, which not only enables the reconstruction of the real trajectories of professional texts, but also outlines future directions for a transformative, agency-oriented writing pedagogy. |
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