TUERO, Susana; BORGNIA, Claudia; MACHADO, Carlos; LÓPEZ CASOLI, Marina; BERARDO, Eliana
Helping EFL students develop their writing skills
Writing good texts is a complex and cognitively demanding activity that calls for logical reasoning and critical thinking. The use of high-level cognitive processes is the basis for writing strong texts. Even though proper use of language is imperative, effective texts result from higher-order thinking. In this session, the speakers will discuss the importance of helping EFL student writers work on the development of Higher Order Concerns, such as focus, quality of ideas, and coherent elaboration of claims. The belief that the use of several transition words guarantees coherence will be assessed and different types of feedback will be analyzed.
Susana Tuero holds an MA in TESOL, and a PhD in Applied Linguistics -English from Michigan State University, USA. She is member of the research group Cuestiones del Lenguaje. Her areas of interest are: cognitive processes, writing in EFL, and the acquisition and development of vocabulary.
Claudia Borgnia holds a teaching degree in EFL and a Master’s in Literary Translation (UNMDP) and is a member of the research group Cuestiones del Lenguaje. She has a tenure position in Proceso de la Escritura IandIat the English Teaching Program, Universidad Nacional de Mar del Plata.
Carlos Machado holds a teaching degree from the Universidad Nacional de Mar del Plata, a postgraduate diploma from UO-USA, an M.A. from UMC-Spain, and is a PhD candidate in Linguistics at Universidad Nacional del Sur, Bahia Blanca. He teaches writing courses, is a research scholarship recipient, and member of the group Cuestiones del Lenguaje.
Marina López Casoli holds a BA in TEFL (Argentina) and an MA in English Language and Rhetoric (USA). She teaches EFL at different academic levels. At the Universidad Nacional de Mar del Plata, she is a teacher in the English Teacher Training Program and does research on feedback and evaluation practices.
Eliana Berardo holds an English teaching degree from the Universidad Nacional de Mar del Plata, and an M.A. in TEFL (UNINI). She is a member of the research group Cuestiones del Lenguaje and she is a research scholarship recipient. She works as instructor in a second-year writing course at Universidad Nacional de Mar del Plata.
GONZÁLEZ, María Susana; OTERO, Ana María Amanda; ROCCA, Ana María
Reading comprehension of different academic text genres
In the reading comprehension courses in English at a state University in Buenos Aires, a model of academic text reading that responds to the tenets of a strategic, interactive reading approach has been developed considering students with a low level of knowledge of the foreign language. In this semi-plenary, the presenters will explain the model’s theoretical underpinnings and will exemplify its application to different academic text genres: explanations, expositions, debates or challenges.
María Susana González is a teacher of English, a BA in Letters and a MA in Discourse Analysis. Head of the Reading Comprehension Chair at Facultad de Filosofía y Letras, Universidad de Buenos Aires. She is the Director of ARTESOL ESP journal. She has been directing research projects since 2003.
Ana María Otero. English teacher and Bachelor in Educational Communication Technology. She is a coordinator and a researcher in UBACyT projects at the Facultad de Filosofía y Letras, Universidad de Buenos Aires. She works for Continuing Professional Development courses as a teacher educator for primary, secondary and university levels.
Ana María Rocca is a Public Translator of English and holds a “Diploma Superior en Ciencias Sociales (FLACSO). She is a teacher of English at Secretaría de Extensión, Universidad de Buenos Aires. Her research interests are Reading Comprehension and Adult Education. She is the Director of ARTESOL EFL journal.