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008			150903s2005 xxu| o |||| 0|eng d
020			_a9780387242507 _9978-0-387-24250-7
024	7		_a10.1007/0387242503 _2doi
035			_avtls000330042
039		9	_a201509030720 _bVLOAD _c201404070305 _dVLOAD _c201401311327 _dstaff _c201401311151 _dstaff _y201401291446 _zstaff _wmsplit0.mrc _x462
050		4	_aLC8-6691
100	1		_aKostouli, Triantafillia. _eeditor. _9302827
245	1	0	_aWriting in Context(s) : _bTextual Practices and Learning Processes in Sociocultural Settings / _cedited by Triantafillia Kostouli.
264		1	_aBoston, MA : _bSpringer US, _c2005.
300			_aVI, 280 páginas, _brecurso en línea.
336			_atexto _btxt _2rdacontent
337			_acomputadora _bc _2rdamedia
338			_arecurso en línea _bcr _2rdacarrier
347			_aarchivo de texto _bPDF _2rda
490	0		_aStudies in Writing, _x1572-6304 ; _v15
500			_aSpringer eBooks
505	0		_aIntroduction: Making Social Meanings in Contexts -- Sociocultural Differences in Children’s Genre Knowledge -- Enculturation to Institutional Writing -- Whole-Class and Peer Interaction in an Activity of Writing and Revision -- Co-Constructing Writing Contexts in Classrooms -- Prior Knowledge and the (RE)Production of School Written Genres -- Student Writing as Negotiation -- Writing from Sources in two Cultural Contexts -- First and Second Language Use During Planning Processes -- Collaborative Writing Groups in the College Classroom -- Reaching Out from the Writing Classroom.
520			_aThe premise that writing is a socially-situated act of interaction between readers and writers is well established. This volume first, corroborates this premise by citing pertinent evidence, through the analysis of written texts and interactive writing contexts, and from educational settings across different cultures from which we have scant evidence. Secondly, all chapters, though addressing the social nature of writing, propose a variety of perspectives, making the volume multidisciplinary in nature. Finally, this volume accounts for the diversity of the research perspectives each chapter proposes by situating the plurality of terminological issues and methodologies into a more integrative framework. Thus a coherent overall framework is created within which different research strands (i.e., the sociocognitive, sociolinguistic research, composition work, genre analysis) and pedagogical practices developed on L1 and L2 writing can be situated and acquire meaning. This volume will be of particular interest to researchers in the areas of language and literacy education in L1 and L2, applied linguists interested in school, and academic contexts of writing, teacher educators and graduate students working in the fields of L1 and L2 writing.
590			_aPara consulta fuera de la UANL se requiere clave de acceso remoto.
710	2		_aSpringerLink (Servicio en línea) _9299170
776	0	8	_iEdición impresa: _z9780387242378
856	4	0	_uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/0-387-24250-3 _zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
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999			_c278883 _d278883