Latin American Writing Studies in Higher Education
This month, we are working to prioritize the inclusion of topics related to the rapidly-evolving field of Latin American writing studies in higher education. We aim to work together to address inequities on Wikipedia as we create and contribute to these articles.
Start by signing in or creating an account and clicking the button below to sign in to the event page. This will allow us to track your progress, offer specific tips and tricks, and acknowledge your accomplishments!
Step One: Head to our article worklist to find an article you'd like to work on. If you're interested in translating an article from Spanish or Portuguese to English, review the translation instructions before getting started.
Step Two: Create achievable goals for the month by reviewing our writing recommendations section.
Step Three: Use our editing resources section to help create a draft, assess notability, find sources, and/or request feedback.
A few of the scholars listed under the article worklist section have pre-existing Wikipedia articles on Spanish and Portuguese Wikipedia. If you are interested in translating these articles to live on English Wikipedia, we have listed a few instructions on how to do so using the Content Translation tool*. This tool allows users to easily translate articles by creating a user-friendly side-by-side display and allows you to easily publish or save your article as a draft when you finish. Here's how to access the tool:
Log into Wikipedia
Click on ‘Beta’ at the top right
Scroll down and click on ‘Content Translation’
Click on ‘Save changes’ on the bottom of the page to save the tool
To start translating an article click on ‘Contributions’ and select ‘Translations’ from the drop down menu
For more information on the Content Translation tool, check out the user manual.
*This tool allows new users to publish translations as a draft on English Wikipedia. If you are an extended confirmed user (accounts at least 30 days old with 500 or more edits), you can automatically publish translations to the English Wikipedia mainspace. We encourage both newcomers and experienced Wikipedians to try it out!
Alongside each biography of an academic we've suggested a few field-specific articles and one general interest, vital article to incorporate their scholarship into. Vital articles are lists of subjects for which the English Wikipedia should have corresponding featured-class articles. They serve as centralized watchlists to track the quality status of Wikipedia's most important articles and to give editors guidance on which articles to prioritize for improvement. We welcome contributions across English, Spanish, and Portuguese Wikipedias.
For additional scholarship, please reference the selected bibliography curated by Dr. Federico Navarro on Latin American Writing Studies in Higher Education.
Carlino, P. (2013). Alfabetización académica diez años después: Revista mexicana de investigación educativa, 18(57), 355-381. [1]
Carlino, P. (2004). Escribir y leer en la universidad: Responsabilidad compartida entre alumnos, docentes e instituciones. Colección Textos en Contexto nº 6. Buenos Aires (Argentina): Asociación Internacional de Lectura, (6), 1-10. [2]
Carlino, P. (2004). El proceso de escritura académica: Cuatro dificultades de la enseñanza universitaria. Educere, 8(26), 321-327. [3]
Carlino, P. (2003). Alfabetización académica: un cambio necesario, algunas alternativas posibles. Educere, 6(20), 409-420. [4]
Parodi, G., & Julio, C. (2017). More than words: Contending semiotic systems and the role of disciplinary knowledge in specialized text comprehension. Ibérica, Revista de la Asociación Europea de Lenguas para Fines Específicos, (33), 11-35. [5]
Parodi, Giovanni. (2009). Written genres in university studies: Evidence from an academic corpus of spanish in four disciplines. In Charles Bazerman, Adair Bonini, & Débora Figueiredo (Eds.), Genre in a Changing World (pp. 483-501). [6]
Parodi, G. (2008). Géneros académicos y géneros profesionales. Accesos discursivos para saber y hacer. Valparaíso: Ediciones Universitarias de Valparaíso, 7-37.[7]
Parodi, G., Mahlberg, M., & Teubert, W. (Eds.). (2007). Working with spanish corpora. Bloomsbury Publishing Plc. [8]
Arnoux, E. N., Nogueira, S., & Silvestri, A. (2007). Habilidades metacomprensivas en estudiantes de profesorado: la formulación de preguntas. Folios, (25), 81-95.[9]
Arnoux, E. N. (2006). Incidencia de la lectura de pares y expertos en la reescritura de tramos del trabajo de tesis. Revista de Lingüística Teórica y Aplicada, 44(1), 95-118. [10]
Arnoux, E., Di Stefano, M., & Pereira, C. (2006). La lectura y la escritura en la universidad. Buenos Aires: Eudeba, 1-47. [11]
Arnoux, E., Borsinger, A., Carlino, P., Di Stefano, M., Pereira, C., & Silvestre, A. (2004). La intervención pedagógica en el proceso de escritura de tesis de posgrado. Revista de la Maestría en Salud Pública, 2(3), 1-16. [12]
Arnoux, E., Nogueira, S., & Silvestri, A. (2002). La construcción de representaciones enunciativas: el reconocimiento de voces en la comprensión de textos polifónicos. Revista Signos, 35(51-52), 129-148. [13]
Kleiman, A. B. (2010). Trajetórias de acesso ao mundo da escrita: relevância das práticas não escolares de letramento para o letramento escolar. Perspectiva (Florianópolis, Brazil), 28(2), 375–400. [14]
Kleiman, A. B. (2008). Os estudos de letramento e a formação do professor de língua materna. Linguagem Em (dis)curso, 8(3), 487–517. [15]
Kleiman, A. B. (2008). Letramento e suas implcaoes para o ensino de lingua materna. Signo (Santa Cruz do Sul), 32(53), 1–25. [16]
Kleiman, A. B. (1998). Schooling, literacy, and social change: Elements for a critical approach to the study of literacy. In Kohl de Oliveira, Marta ; Jaan Valsiner (Eds.), Literacy in Human Development; Stamford, CT: Ablex Publishing, 183-225.
Teaching literacy section needs to be revised with an understanding of reading and writing as closely integrated. There is currently no primary home for an understanding of the teaching of writing (only the teaching of reading).
Motta-Roth, D., & Heberle, V. M. (2015). A short cartography of genre studies in Brazil. Journal of English for Academic Purposes, 19(25), 22–31. [17]
Motta-Roth, D. (2009). The role of context in academic text production and writing pedagogy. In C. Bazerman, A. Bonini, & D. Figueiredo. Genre in a changing world (pp. 321-340). The WAC Clearinghouse; Parlor Press. [18]
Motta-Roth, D., & Nascimento, F. S. (2009). Transitivity in visual grammar: Concepts and applications. Linguagem & Ensino, 12(2), 319–349. [19]
Motta-Roth, D. (2008). Análise crítica de gêneros: contribuições para o ensino e a pesquisa de linguagem. Revista de Documentação de Estudos Em Lingüística Teórica e Aplicada, 24(2), 341–383. [20]
Motta-Roth, D. (1995). Rhetorical features and disciplinary cultures: a genre-based study of academic book reviews in linguistics, chemistry, and economics [Doctoral dissertation, Universidade Federal de Santa Catarina]. USFC Repositorio. [21]
Navarro, F., and Colombi, M. C. (2022). Alfabetización académica y estudios del discurso. In C. López Ferrero, I. E. Carranza, and T. Van Dijk (Eds.), Estudios del discurso(pp. 495-509). The Routledge Handbook of Spanish Language Discourse Studies.
Navarro, F., Lopes Cristovão, V. L., and Bagio Furtoso, V. (2021). Scientific and academic literacies in higher education: A Latin American perspective / Letramentos acadêmico-ciêntificos no ensino superior: Um olhar Latino-americano. Signum: Estudos da Linguagem, 24(1), 10-16. [22]
Navarro, F. (2017). Piensa globalmente, actúa localmente: cómo diseñar un curso de escritura académica para estudiantes que ingresan a la universidad. In P. H. J. Quintanilla and A.Valle (Eds.), El desarrollo de las competencias básicas en los estudios generales (pp.103-134). Pontificia Universidad Católica de Perú.
Navarro, F., Ávila Reyes, N., Tapia Ladino, M., Cristovão, V. L. L., Moritz, M. E. W., Narváez Cardona, E. and Bazerman, C. (2016). Panorama histórico y contrastivo de los estudios sobre lectura y escritura en educación superior publicados en América Latina [Historical and contrastive panorama of higher education reading and writing studies published in Latin America]. Signos, 49(S1), 100-126. [23]
Zavala, V. (2018). Language as social practice: deconstructing boundaries in intercultural bilingual education. Trabalhos em Linguística Aplicada 57(3), 1313-1338. [24]
Zavala, V. (2015) "It will emerge if they grow fond of it": Translanguaging and power in Quechua teaching. Linguistics and Education 32, 16-26. [25]
Zavala, V. (2014). An ancestral language to speak with the “Other”: Closing down ideological spaces of a language policy in the Peruvian Andes. Language Policy 13(1), 1-20. [26]
Zavala, V. (2011). La escritura académica y la agencia de los sujetos. Cuadernos Comillas, 1(56), 52-66. [27]
Zavala, V. (2001). Borrowing evidential functions from Quechua: The role of pues as a discourse marker in Andean Spanish. Journal of Pragmatics 33(7), 999-1023. [28]
The CCCC Wikipedia Initiative hosts a monthly CCCCWI Speaker Series event, office hours, and a coffeehouse. If you need some help getting started, have specific questions, or would like to find space to work on your article alongside your collaborators, these are great spaces to do so.
Curious about how different people navigate editing Wikipedia? Drop-in whenever you'd like from 1:00pm-2:00pm ET on Twitch where CCCC scholars and/or the CCCC Wikipedian-in-residence will live edit Wikipedia on a different topic focus.
CCCCWI Speaker Series: Latin American Writing Studies in Higher Education[edit]
This month, Dr. Federico Navarro will share an overview of how post-secondary writing studies have rapidly developed over the last twenty years in Latin America. He will look into the female-dominated field of scholars and scholarship that has shaped writing studies research and practice and the predominant lines of research currently being sought. Finally, he will focus on how the field has been shaped by a history of inequity and segregation, leading to a more critical view of reading, writing, and literacy teaching as research and open-access, multilingual research.
After the talk, participants will be trained on how to edit Wikipedia. There will be opportunities to improve and create Wikipedia articles--in English, Spanish, and Portuguese--related to pivotal scholars and scholarship about Latin American scholars in higher education.
If you would like to discuss something Wikipedia-related one-on-one or get help with a Wikipedia article you’re working on, please feel free to sign up for my office hours or email me to suggest another time (savannahcragin@berkeley.edu).
