Writing Studies in Latin America: Seminal Works
Edited by Federico Navarro, Valentina Fahler, and Jonathan Marine
Copy edited by Ana Cortés Lagos, Soledad Montes Sanchez, Flavia Sordi, María de los Ángeles Chimenti, Hairenik Aramayo, and Jagadish Paudel. Designed by Mike Palmquist.
This edited collection arises from the belief that the field of writing studies, with its deep engagement in the power of language, is uniquely positioned to open new pathways for international scholarly dialogue in writing studies and beyond. Integrating diverse theoretical traditions—including discourse studies, language pedagogy, educational psychology, educational management, and critical sociolinguistics—the editors have brought together work from key Latin American scholars published over the past two decades. The result is a book that points to future directions for the increasingly global field of writing studies. The collection includes work by Natalia Ávila Reyes, Charles Bazerman, Paula Carlino, Valentina Fahler, Ivone Inés Jakob, Judith Kalman, Angela B. Kleiman, Vera Lúcia Lopes Cristovão, Anna Rachel Machado, Jonathan Marine, Juan David Martínez Hincapié, Paulina Meza, Violate Molina Natera, Désirée Motta-Roth, Estela I. Moyano, Elvira Narvaja de Arnoux, Lucía Natale, Federico Navarro, Giovanni Parodi, Luisa Pelizza, María Cecilia Pereira, Pablo Rosales, Daniela Paula Stagnaro, Alicia Vázquez, René Venegas, and Virginia Zavala.
Table of Contents
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Prologue. What I Have Learned from Writing Studies in the Other Americas, Charles Bazerman
DOI: https://doi.org/10.37514/NT-B.2025.2739.1.1
Introduction. An Empirically Based Canon for Two Decades of Writing Studies in Latin America, Federico Navarro, Valentina Fahler, and Jonathan Marine
DOI: https://doi.org/10.37514/NT-B.2025.2739.1.3
1. Writing in Higher Education, Paula Carlino
DOI: https://doi.org/10.37514/NT-B.2025.2739.2.01
2. Written Genres: Towards a Comprehensive Understanding from a Socio-Cognitive Perspective, Giovanni Parodi
DOI: https://doi.org/10.37514/NT-B.2025.2739.2.02
3. The Impact of Peers’ and Experts’ Readership on the Revision of Thesis Excerpts, Elvira Narvaja de Arnoux
DOI: https://doi.org/10.37514/NT-B.2025.2739.2.03
4. Think Globally, Act Locally: How to Design an Academic Writing Course for Students Entering University, Federico Navarro
DOI: https://doi.org/10.37514/NT-B.2025.2739.2.04
5. The Construction of Didactic Models of Genres: Contributions and Questions for Genre Teaching, Anna Rachel Machado and Vera Lúcia Lopes Cristovão
DOI: https://doi.org/10.37514/NT-B.2025.2739.2.05
6. Academic Writing Throughout the Undergraduate Years: An Institutional Program, Estela Moyano
DOI: https://doi.org/10.37514/NT-B.2025.2739.2.06
7. Discursive Procedures of Knowledge Attribution in Linguistics and Philosophy Theses Across Two Academic Levels, René Venegas, Paulina Meza Guzmán, and Juan Martínez Hincapié
DOI: https://doi.org/10.37514/NT-B.2025.2739.2.07
8. Reading and Writing in the Common Basic Cycle (CBC): A Memoir of Experiences in a Semiology Course, María Cecilia Pereira
DOI: https://doi.org/10.37514/NT-B.2025.2739.2.08
9. Teaching and Learning at the Undergraduate Level: Knowledge, Ideas, and Writing Practices in Academic Contexts, Alicia Vázquez, Ivone Jakob, Luisa Pelizza, and Pablo Rosales
DOI: https://doi.org/10.37514/NT-B.2025.2739.2.09
10. Literacy and Its Implication for First Language Teaching, Angela B. Kleiman
DOI: https://doi.org/10.37514/NT-B.2025.2739.2.10
11. Critical Genre Analysis: Contributions to Language Teaching and Research, Désirée Motta-Roth
DOI: https://doi.org/10.37514/NT-B.2025.2739.2.11
12. Professional Literacy Instruction During the Undergraduate Years: Between the University and the Workplace, Lucía Natale and Daniela Stagnaro
DOI: https://doi.org/10.37514/NT-B.2025.2739.2.12
13. Writing Centers: A Retrospective View to Understanding the Present and Future of Writing Center Programs in the Latin American Context, Violeta Molina Natera
DOI: https://doi.org/10.37514/NT-B.2025.2739.2.13
14. Academic Writing and Student Agency, Virginia Zavala
DOI: https://doi.org/10.37514/NT-B.2025.2739.2.14
15. Access to Written Culture: Social Participation and Appropriation of Knowledge in Everyday Reading and Writing Events, Judith Kalman
DOI: https://doi.org/10.37514/NT-B.2025.2739.2.15
Epilogue. Present and Future of los estudios de la escritura, Natalia Ávila Reyes
DOI: https://doi.org/10.37514/NT-B.2025.2739.3.2
About the Editors
Federico Navarro holds a B.A. from Universidad de Buenos Aires, Argentina, and a PhD in linguistics from Universidad de Valladolid, Spain. He is Professor at Universidad de O’Higgins, Chile, where he previously served as Director of the School of Education. He has been the principal investigator in ten funded research projects in Argentina and Chile, focusing on reading and writing in secondary and higher education, scientific and specialized communication, educational linguistics, and discourse analysis. His most recent project explores the connections between reading, writing, and academic performance. He is the author of “Rethinking English as a Lingua Franca in Scientific-Academic Contexts: A Position Statement,” “Science Writing in Higher Education,” and “How Do Students Write in Engineering and the Humanities? Intertextuality and Metadiscourse in Undergraduate Dissertations Written in Spanish,” among others.
Valentina Fahler holds a B.A. in letters from Universidad de Buenos Aires (Argentina) and an M.A. and PhD in education with an interdisciplinary emphasis on writing studies from the University of California, Santa Barbara (United States). Her research interests include writing pedagogy, qualitative research practices, instructional design, and digital accessibility.
Jonathan Marine is Assistant Professor of Rhetoric and Composition in the English & Creative Writing Department at Stephen F. Austin State University. He earned his PhD in Writing and Rhetoric from George Mason University in May of 2025, where he also served as Co-Director of the Northern Virginia Writing Project. His research focuses on writing engagement, longitudinal writing development, graffiti rhetorics, and the pedagogy and theory of James Moffett.
Publication Information: Navarro, Federico, Valentina Fahler, & Jonathan Marine (Eds.). (2025). Writing Studies in Latin America: Seminal Works. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/INT-B.2025.2739
Digital Publication Date: November 29, 2025
Print Publication Date: Pending
ISBN: 978-1-64215-273-9 (PDF) | 978-1-64215-274-6 (ePub) | 978-1-64642-829-8 (pbk.)
DOI: 10.37514/NT-B.2025.2739
Contact Information:
Federico Navarro: navarro@uoh.cl
Valentina Fahler: fahler@ucsb.edu
Jonathan Marine: jmarine@gmu.edu
International Exchanges on the Study of Writing
Series Editors: Ana M. Cortés Lagos, Stony Brook University; Soledad Montes Sanchez, Lancaster University; and Flavia Sordi, Universidade Federal de Uberlândia.
This book is available in whole and in part in Adobe's Portable Document Format (PDF). It will also be available in a low-cost print edition from our publishing partner, the University Press of Colorado.
Copyright © 2025 Federico Navarro, Valentina Fahler, and Jonathan Marine; the authors of new works published in this book; and the publishers of republished articles and book chapters in this book. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 International License. 434 pages, with notes, figures, and bibliographies. This book will be available in print from University Press of Colorado as well as from any online or brick-and-mortar bookstore. Available in PDF and ePub formats for no charge on this page at the WAC Clearinghouse. You may view this book. You may print personal copies of this book. You may link to this page. You may not reproduce this book on another website. For permission requests and other questions, such as creating a translation, please contact the copyright holder.