On the Teaching of University Writing in Latin America

• Published in: Composition studies 2021-09, Vol.49 (3), p.171-215
• Main Authors: Reyes, Natalia Avila, Navarro, Federico
• Format: Article
• Language: English
• Subjects: College Students; Cultural heritage; Discourse analysis; Educational Needs; Foreign Countries; Higher education; Intertextuality; Language Role; Learning; Linguistics; Literacy; Multilingualism; Scholarship; School Holding Power; Student retention; Student writing; Traditions; Undergraduate Study; Universities; Writing (Composition); Writing Instruction; Writing Research
• ISSN: 1542-5894; 1534-9322; 2832-0093

[...]this growth has been concomitant with reforms that advanced accreditation and accountability imperatives as well as student-centered teaching (Ávila Reyes et al.), all essential factors in the emergence of stakeholders' interest in university reading and writing (Tapia Ladino et al.). [...]teaching writing in undergraduate education ranges from first year writing courses (Pereira) to writing courses specific to each discipline (Ávila Reyes et al.); from collaborative interventions specific to each domain (Montes and Vidal Lizama; Moyano and Natale) to tutoring programs or writing centers (Lovera Falcón and Uribe Gajardo). [...]there is no single model or policy around university writing, and institutions are often slow to embrace institutional models and draw attention to writing outcomes (Navarro et al. [...]expanded access to higher education has foregrounded writing as a factor of learning, persistence, and graduation, which has advanced the academic development of the study of writing.