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...
Guardado en:
| Autores principales: | , |
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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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| Materias: | |
| Acceso en línea: | https://revistas.unne.edu.ar/index.php/clt/article/view/8997 |
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| Sumario: | 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. |
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