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.
|Published (Last):||2 January 2015|
|PDF File Size:||13.28 Mb|
|ePub File Size:||19.69 Mb|
|Price:||Free* [*Free Regsitration Required]|
And what do you think that happens if you do not realize what is important and what not when you are taking notes? Interactions of Writing and Classroom Discourse. Approaches in the cognitives sciences] pp. In order to face this demanding task, students most commonly use two strategies. Creo que, como dice el autor, la manera para conocer a la sociedad es estudiando sus discursos. Students, based on what they read in the bibliography, ask questions, ask for clarification, we confront ideas, or we discuss them.
In this way, the whole class activity as well as the dialogues among students and with the professor prompted a collaborative text interpretation.
Paula Carlino Bionote – GICEOLEM
Thompson, Geoff y Hunston, Susan eds. The data collection process took place at the end of the second semester in both of these annual courses in order to ensure that professors could select students for the interviews based on their high or low course performance, and to allow students to express their ideas about the uses of reading and writing after attending class for an extended period of time.
This type of intervention can help students that are less familiar with academic reading and writing to universidaad some important characteristics of Social Sciences texts. Click here to sign up. De los 40 ensayos, 14 no presentan una sola em textual. Accordingly, only those reading and writing tasks that entail analysis, comparison, and critical reflection of ideas actually can promote the elaboration of more complex knowledge Carter, et al.
Working with discourse, Londres: Journal of Reading, 27 3 How do they relate these spontaneous writings to the bibliography they have to read?
Then he looks at S3 and S4. Almost all students have underlined or highlighted the readings on their desks.
Escribir, Leer y Escribir en la Universidad : Una Introduccion a la Alfabetizacion Academica
Second, Julia read aloud documents that the students did not have in their dossier. In this line of inquiry, Hartley and Davies and Isaacs have shown how some students use their class-notes as a product while others use them as a process.
Language use in professional settings, Londres: That is precisely what I want to emphasize. On the contrary, a dialogical teaching style sets a different instructional scenario.
Data were gathered through semi-structured in-depth interviews, class observations, and course materials including syllabi, bibliographies, and reading guides were collected.
Altogether, these studies support the idea that talking to prepare for subsequent readings and reading to talk allow students and professors to externalize their thoughts, making explicit some of the cognitive activities involved in reading epistemically. In his own words: As a matter of fact, since Amanda and Sara did not read disciplinary texts, they tried to compensate by registering in their class-notes as much information as they were able to. Basically, the activity is based on bibliography.
Relacionado con este aspecto, se encuentra el uso constante del verbo modal deber. Leer y escribir en la escuela: Discussion The previous analysis depicts two situations depending on whether dialogicality was encouraged through reading and talking about texts in the classroom. The [social] class changes Research in the Teaching of English, 41 2 Teaching and Teacher Education, 23, Genre and the new rethoric, Londres: Paula CarlinoDoctor in Psychology by the Autonomous University of Madrid will be the lecturer who will analyse the methods used in different subjects for assimilating didactic knowledges and will question their transparency as tools for learning, objects for teaching and research problems.
Moreover, reading and discussing in pairs set students in an active and collaborative position in front of the disciplinary texts. Some studies have shown that this writing practice encourages learning not only when they review their notes, but also while they are taking them as it is an activity that facilitates retention and promotes connecting segments of information Kiewra, a, b; Laidlaw, et al. El uso de los apuntes como instrumento de aprendizaje: Overall, the analysis of both cases shows that the ways in which students read, write, and talk in class can be framed by the teaching style enacted by the professor.
Students note-taking as a knowledge construction tool.
Pozo, Juan Ignacio What defines when you take notes or not on what the teacher is saying?