Profile: Issues in Teachers' Professional Development

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Bazerman, C. (2012). Genre as social action. In J. P. Gee & M. Handford (Eds.), The Routledge handbook of discourse analysis (pp. 226-238). London, UK: Routledge.

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Callaghan, M., & Rothery, J. (1988). Teaching factual writing: A genre based approach. Marrickville, AU: DSP Literacy Project, Metropolitan East Region.

Carlino, P. (2003). Alfabetización académica: un cambio necesario, algunas alternativas posibles [Academic literacy: A necessary change, some posible alternatives]. Educere, 6(20), 409-420.

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Carlino, P. (2006). Escribir, leer y aprender en la universidad [Writing, reading, and learning at university]. Buenos Aires, AR: Fondo de Cultura Económica.

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Deane, P. (2010). The skills underlying writing expertise: Implications for K-12 writing assessment. Princeton, NJ: ETS.

Deane, P., Sabatini, J., & Fowles, M. (2012). Rethinking K-12 writing assessment to support best instructional practices. In C. Bazerman, C. Dean, J. Early, K. Lunsford, S. Null, P. Rogers, & A. Stansell (Eds.), International advances in writing research: Cultures, places, measures (pp. 83-101). Fort Collins, CO: Parlor Press.

East, M. (2009). Evaluating the reliability of a detailed analytic scoring rubric for foreign language writing. Assessing Writing, 14(2), 88-115.

Fairclough, N. (2000). New labour, new language? London, UK: Routledge.

Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365-387.

Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools—A report to the Carnegie Corporation of New York. Washington, DC: Alliance for Excellence in Education.

Harvey, A. (2005). La evaluación en el discurso de informes escritos por estudiantes universitarios chilenos [Evaluation of discourse in written reports by Chilean university students]. In M. Pilleux (Ed.), Los contextos del discurso (pp. 215-228). Santiago, CL: Frasis.

Harvey, A. M., & Muñoz, D. (2006). El género informe y sus representaciones en el discurso de los académicos [The genre “report” and its representations in the discourse of members of the academia]. Estudios Filológicos, 41, 95-114.

Hayes, J. R. (1996). A new framework for understanding cognition and affect in writing. In C. M. Levy & S. Randall (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 1-27). Mahwah, NJ: Lawrence Erlbaum.

Knoch, U. (2011). Rating scales for diagnostic assessment of writing: What should they look like and where should the criteria come from? Assessing Writing, 16(2), 81-96.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.

Marinkovich, J. (2002). Enfoques de proceso en la producción de textos escritos [Process approach in the production of written texts]. Revista Signos, 35(51-52), 217-230.

Martin, J. R., & Rothery, J. (1993). Grammar: Making meaning in writing. In B. Cope & M. Kalantzis (Eds.), The powers of literacy: A genre approach to teaching writing (pp. 137-154). London, UK: The Falmer Press.

Moyano, E. (2007). Enseñanza de habilidades discursivas en español en contexto pre-universitario: una aproximación desde la LSF [Discourse abilities in Spanish in pre-university contexts: An SFL approach]. Revista Signos, 40(65), 573-608.

Núñez, P., & Espejo, C. (2005). Estudio exploratorio acerca de la conceptualización del informe escrito en el ámbito académico [Exploratory study about the conceptualization of the written report in academic contexts]. Harvey, A. (Ed.) En torno al discurso. Contribuciones de América Latina (pp. 135-148). Santiago, CL: Ediciones Universidad Católica de Chile.

Oyanedel, M. (2005). Lo descriptivo en informes escritos de estudiantes universitarios [Descriptive strategies in written reports by university students]. Onomázein, 11(1), 9-21.

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Rosales, P., & Vázquez, A. (1999). Escritura de textos académicos y cambio cognitivo en la enseñanza superior [Composition of academic texts and cognitive change at higher education]. Revista del Instituto de Investigaciones en Ciencias de la Educación, 8(15), 66-79.

Rose, D. (2005). Democratising the classroom: A literacy pedagogy for the new generation. Journal of Education, 37, 131-167.

Rose, D., & Martin, J. R. (2012). Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney school. Sheffield, UK: Equinox Publishing.

Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge, UK: Cambridge University Press.

Wenger, E. (1998). Communities of practice. Cambridge, UK: Cambridge University Press.