The Teacher’s Writing Machine: Academic Literacy Practices Across the Disciplines

This article reflects on teachers’ writing practices in the production of genres addressed to students within university classrooms. These textual productions display specific paratextual, thematic, compositional, stylistic, and rhetorical features, which respond to the norms and conventions of disc...

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Autores principales: Andruskevicz, Carla Vanina, Tor, Romina Inés
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional del Nordeste. Facultad de Humanidades. Instituto de Letras "Alfredo Veiravé" 2025
Materias:
academic literacy
disciplines
academic literacies
teachers’ mediation
discourse genres
alfabetización académica
disciplinas
literacidades académicas
mediaciones docentes
géneros discursivos
Acceso en línea:https://revistas.unne.edu.ar/index.php/clt/article/view/8997
Aporte de:
Revistas UNNE - Universidad Nacional del Noroeste (UNNE) de Universidad Nacional del Nordeste
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spelling I48-R154-article-89972025-12-24T00:28:37Z The Teacher’s Writing Machine: Academic Literacy Practices Across the Disciplines La máquina de escribir docente. Prácticas para la alfabetización académica en las disciplinas Andruskevicz, Carla Vanina Tor, Romina Inés academic literacy disciplines academic literacies teachers’ mediation discourse genres alfabetización académica disciplinas literacidades académicas mediaciones docentes géneros discursivos This article reflects on teachers’ writing practices in the production of genres addressed to students within university classrooms. These textual productions display specific paratextual, thematic, compositional, stylistic, and rhetorical features, which respond to the norms and conventions of disciplinary and professional fields, as well as those of discursive communities. To this end, the study brings into dialogue perspectives from New Literacy Studies, particularly the notion of academic literacy, with research on the teaching of reading and writing and on teachers’ disciplinary mediation. Within this framework, we explore and analyze a corpus consisting of academic genres–including course documents or handouts, university textbooks, study guides, and midterm examinations–produced as final assignments in a training program at the National University of Misiones. En este artículo se propone la reflexión sobre las prácticas de escritura docente de géneros destinados a estudiantes, en el marco de las aulas universitarias. Estas textualidades poseen características paratextuales, temáticas, composicionales, estilísticas y retóricas particulares, las cuales responden a las normativas y cánones de los campos disciplinares y profesionales y de las comunidades discursivas. En relación con ello, en este trabajo se ponen en diálogo los estudios de las Nuevas Literacidades, a partir de la categoría de alfabetización académica, la enseñanza de la lectura y la escritura y las mediaciones docentes en las disciplinas. A partir de dicho marco, se proponen exploraciones e indagaciones en un corpus de análisis conformado por géneros académicos (entre ellos, el documento o ficha de cátedra/de apoyo, el manual universitario, la guía de estudio y el parcial universitario) producidos como trabajo final de una experiencia de capacitación en la Universidad Nacional de Misiones. Universidad Nacional del Nordeste. Facultad de Humanidades. Instituto de Letras "Alfredo Veiravé" 2025-12-24 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/xml application/zip https://revistas.unne.edu.ar/index.php/clt/article/view/8997 10.30972/clt.288997 Cuadernos de Literatura; No. 28 (2025): Diciembre; 1-16 Cuadernos de Literatura; Núm. 28 (2025): Diciembre; 1-16 Cuadernos de Literatura; n. 28 (2025): Diciembre; 1-16 2684-0499 0326-5102 spa https://revistas.unne.edu.ar/index.php/clt/article/view/8997/8725 https://revistas.unne.edu.ar/index.php/clt/article/view/8997/8726 https://revistas.unne.edu.ar/index.php/clt/article/view/8997/8727 https://creativecommons.org/licenses/by-nc/4.0
institution Universidad Nacional del Nordeste
institution_str I-48
repository_str R-154
container_title_str Revistas UNNE - Universidad Nacional del Noroeste (UNNE)
language Español
format Artículo revista
topic academic literacy
disciplines
academic literacies
teachers’ mediation
discourse genres
alfabetización académica
disciplinas
literacidades académicas
mediaciones docentes
géneros discursivos
spellingShingle academic literacy
disciplines
academic literacies
teachers’ mediation
discourse genres
alfabetización académica
disciplinas
literacidades académicas
mediaciones docentes
géneros discursivos
Andruskevicz, Carla Vanina
Tor, Romina Inés
The Teacher’s Writing Machine: Academic Literacy Practices Across the Disciplines
topic_facet academic literacy
disciplines
academic literacies
teachers’ mediation
discourse genres
alfabetización académica
disciplinas
literacidades académicas
mediaciones docentes
géneros discursivos
author Andruskevicz, Carla Vanina
Tor, Romina Inés
author_facet Andruskevicz, Carla Vanina
Tor, Romina Inés
author_sort Andruskevicz, Carla Vanina
title The Teacher’s Writing Machine: Academic Literacy Practices Across the Disciplines
title_short The Teacher’s Writing Machine: Academic Literacy Practices Across the Disciplines
title_full The Teacher’s Writing Machine: Academic Literacy Practices Across the Disciplines
title_fullStr The Teacher’s Writing Machine: Academic Literacy Practices Across the Disciplines
title_full_unstemmed The Teacher’s Writing Machine: Academic Literacy Practices Across the Disciplines
title_sort teacher’s writing machine: academic literacy practices across the disciplines
description This article reflects on teachers’ writing practices in the production of genres addressed to students within university classrooms. These textual productions display specific paratextual, thematic, compositional, stylistic, and rhetorical features, which respond to the norms and conventions of disciplinary and professional fields, as well as those of discursive communities. To this end, the study brings into dialogue perspectives from New Literacy Studies, particularly the notion of academic literacy, with research on the teaching of reading and writing and on teachers’ disciplinary mediation. Within this framework, we explore and analyze a corpus consisting of academic genres–including course documents or handouts, university textbooks, study guides, and midterm examinations–produced as final assignments in a training program at the National University of Misiones.
publisher Universidad Nacional del Nordeste. Facultad de Humanidades. Instituto de Letras "Alfredo Veiravé"
publishDate 2025
url https://revistas.unne.edu.ar/index.php/clt/article/view/8997
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last_indexed 2026-01-17T05:00:53Z
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