<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-3432</journal-id>
<journal-title><![CDATA[Íkala, Revista de Lenguaje y Cultura]]></journal-title>
<abbrev-journal-title><![CDATA[Íkala]]></abbrev-journal-title>
<issn>0123-3432</issn>
<publisher>
<publisher-name><![CDATA[Escuela de Idiomas, Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-34322021000300643</article-id>
<article-id pub-id-type="doi">10.17533/udea.ikala/v26n3a10</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Las tutorías de escritura académica presenciales y virtuales: ¿qué podemos aprender sobre sus estrategias didácticas?]]></article-title>
<article-title xml:lang="en"><![CDATA[Face-to-Face and Virtual Academic Writing Tutoring Sessions: What Can Be Learnt from their Didactic Strategies?]]></article-title>
<article-title xml:lang="fr"><![CDATA[Les tutorats d&#8217;écriture académique présentiels et virtuels : Qu&#8217;est-ce que nous pouvons apprendre sur ses stratégies didactiques ?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Núñez-Cortés]]></surname>
<given-names><![CDATA[Juan Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Errázuriz]]></surname>
<given-names><![CDATA[María Constanza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Neubauer Esteban]]></surname>
<given-names><![CDATA[Adrián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Parada]]></surname>
<given-names><![CDATA[Claudia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Madrid  ]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Chile  ]]></institution>
<addr-line><![CDATA[Villarrica ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Madrid  ]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Pontificia Universidad Católica de Chile  ]]></institution>
<addr-line><![CDATA[Villarrica ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>26</volume>
<numero>3</numero>
<fpage>643</fpage>
<lpage>660</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-34322021000300643&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-34322021000300643&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-34322021000300643&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En el contexto hispánico, han surgido los centros de escritura y las tutorías, los cuales se han debido adaptar a la educación a distancia, por causa de la emergencia sanitaria de la COVID-19. No obstante, aún hay pocas evidencias con respecto a cómo funcionan las tutorías en esa modalidad de educación. A partir de lo anterior, este trabajo tuvo como objetivo analizar las estrategias didácticas que utilizaron dos tutoras pares durante las tutorías de escritura presenciales que ofrecieron antes de la pandemia y las virtuales, realizadas durante la pandemia, luego de un programa específico de formación. Para ello, mediante una investigación cuantitativa-cualitativa, se realizó un análisis de contenido, por medio del software MAXQDA, de las transcripciones de 16 tutorías (8 presenciales y 8 virtuales). Los resultados dan cuenta de una prevalencia general de estrategias cognitivas, sobre todo la pregunta, junto con instructivas, como la sugerencia y la explicación. No obstante, se perciben diferencias en los tipos de tutorías y se confirma una tendencia a centrarse más en el estudiante y en el proceso en las tutorías virtuales. Estos resultados sugieren que las tutorías virtuales son una alternativa útil en el acompañamiento del proceso de escritura a estudiantes universitarios.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In Spanish-speaking settings, newly-emerged writing tutoring centers have seen the need to adapt to emergency remote education due to the health emergency brought about by COVID-19. However, there is lack of evidence regarding writing tutoring actually works under this education modality. Drawing on the above, this article aimed to analyse the didactic strategies used by two peer tutors in both face-to-face writing tutoring sessions that occurred before the pandemic and online sessions taking place during the pandemic, after having undergone a specific training program. Data were collected through a quantitative-qualitative approach, and the MAXQDA software was used to do a content analysis of 16 tutoring session (8 face-to-face and 8 online) transcriptions. Findings show a prevalence of cognitive approaches, mainly questioning; along with instructional approaches, such as suggestion and explanation. Nonetheless, differences are perceived between the various types of tutoring sessions, along with a trend toward a more student-centered approach in online tutoring sessions. These results suggest online tutoring sessions are a useful alternative when accompanying the writing process in university students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Dans le contexte hispanique, des centres d&#8217;écriture et leurs tutorats émergents ont dû s&#8217;adapter à l&#8217;enseignement à distance, en raison de l&#8217;urgence sanitaire du COVID-19. Cependant, il n'y pas beaucoup d'évidence sur le fonctionnement des sessions de tutorat dans ce mode d&#8217;éducation. Sur la base de ce qui précède, ce travail visait à analyser les stratégies didactiques utilisées par deux pairs tuteurs dans des tutoriels d&#8217;écriture en présentiel avant la pandémie et virtuels pendant la pandémie, après un modèle de formation spécifique. Pour ce faire, à travers une recherche quantitative-qualitative, une analyse de contenu a été réalisée, à l&#8217;aide du logiciel MAXQDA, des transcriptions de 16 tutoriels (8 en présentiel et 8 virtuels). Les résultats montrent une prévalence générale des stratégies cognitives, en particulier la question, ainsi que des stratégies instructives, telles que la suggestion et l&#8217;explication. Cependant, des différences sont perçues dans les types de tutoriels, ce qui confirme une tendance à se concentrer davantage sur l&#8217;étudiant et le processus dans les tutoriels virtuels. Ces résultats suggèrent que les tutorats virtuels sont une alternative utile pour accompagner le processus d&#8217;écriture des étudiants universitaires.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[centros de escritura]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[escritura académica]]></kwd>
<kwd lng="es"><![CDATA[estrategias didácticas]]></kwd>
<kwd lng="es"><![CDATA[tutorías presenciales]]></kwd>
<kwd lng="es"><![CDATA[tutorías virtuales]]></kwd>
<kwd lng="en"><![CDATA[Writing centers]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[academic writing]]></kwd>
<kwd lng="en"><![CDATA[didactic strategies]]></kwd>
<kwd lng="en"><![CDATA[face-to-face tutoring sessions]]></kwd>
<kwd lng="en"><![CDATA[online tutoring sessions]]></kwd>
<kwd lng="fr"><![CDATA[centres d&#8217;écriture]]></kwd>
<kwd lng="fr"><![CDATA[COVID-19]]></kwd>
<kwd lng="fr"><![CDATA[l&#8217;écriture académique]]></kwd>
<kwd lng="fr"><![CDATA[stratégies d&#8217;enseignement]]></kwd>
<kwd lng="fr"><![CDATA[tutoriels présentiels]]></kwd>
<kwd lng="fr"><![CDATA[tutoriels virtuels]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Álvarez]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Espasa]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Guasch]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The value of feedback in improving collaborative writing assignments in an online learning environment]]></article-title>
<source><![CDATA[Studies in Higher Education]]></source>
<year>2011</year>
<volume>37</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>387-400</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alzate]]></surname>
<given-names><![CDATA[G. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Peña]]></surname>
<given-names><![CDATA[L. B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La tutoría entre iguales: una modalidad para el desarrollo de la escritura en la educación superior]]></article-title>
<source><![CDATA[Universitas Psychologica]]></source>
<year>2010</year>
<volume>9</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>123-38</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Assarroudi]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Heshmati Nabavi]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Armat]]></surname>
<given-names><![CDATA[M. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Ebadi]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Vaismoradi]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Directed qualitative content analysis: The description and elaboration of its underpinning methods and data analysis process]]></article-title>
<source><![CDATA[Journal of Research in Nursing]]></source>
<year>2018</year>
<volume>23</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>42-55</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bach]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Montané]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Mentories de llengua per a la millora de les competències de redacció acadèmica]]></article-title>
<source><![CDATA[Revista CIDUI]]></source>
<year>2016</year>
<numero>3</numero>
<issue>3</issue>
<page-range>1-10</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Caldwell]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Stapleford]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Tinker]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Talking academic writing: A conversation analysis of oneto-one learning development tutorials]]></article-title>
<source><![CDATA[Journal of Academic Writing]]></source>
<year>2018</year>
<volume>8</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>124-36</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Calle-Arango]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La pregunta en las tutorías de los centros de escritura]]></article-title>
<source><![CDATA[Íkala, Revista de Lenguaje y Cultura]]></source>
<year>2019</year>
<volume>24</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>137-52</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Castellà]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Aliagas]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La mentoría entre iguales para el aprendizaje de la escritura académica. Una experiencia en la Universidad Pompeu Fabra de Barcelona]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Bañales]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Castelló]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Vega]]></surname>
<given-names><![CDATA[N. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Enseñar a leer y a escribir en la educación superior. Propuestas educativas basadas en la investigación]]></source>
<year>2016</year>
<page-range>281-314</page-range><publisher-name><![CDATA[SM]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Hernández]]></surname>
<given-names><![CDATA[L. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Sánchez]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El ensayo como género académico: una aproximación a las prácticas de escritura en la universidad pública mexicana]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Parodi]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<source><![CDATA[Alfabetización académica y profesional en el siglo XXI. Leer y escribir desde las disciplinas]]></source>
<year>2010</year>
<page-range>49-70</page-range><publisher-name><![CDATA[Ariel/Academia Chilena de la Lengua]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chois]]></surname>
<given-names><![CDATA[P. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Casas]]></surname>
<given-names><![CDATA[A. C.]]></given-names>
</name>
<name>
<surname><![CDATA[López]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Prado]]></surname>
<given-names><![CDATA[D. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Cajas]]></surname>
<given-names><![CDATA[E. Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Percepciones sobre la tutoría entre pares en escritura académica]]></article-title>
<source><![CDATA[Magis. Revista Internacional de Investigación en Educación]]></source>
<year>2017</year>
<volume>9</volume>
<numero>19</numero>
<issue>19</issue>
<page-range>165-84</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cooper]]></surname>
<given-names><![CDATA[M. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Really useful knowledge: A cultural studies agenda for writing centers]]></article-title>
<source><![CDATA[The Writing Center Journal]]></source>
<year>1994</year>
<volume>14</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>97-111</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cromley]]></surname>
<given-names><![CDATA[J. G.]]></given-names>
</name>
<name>
<surname><![CDATA[Azevedo]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[What do reading tutors do? A naturalistic study of more and less experienced tutors in reading]]></article-title>
<source><![CDATA[Discourse Processes]]></source>
<year>2005</year>
<volume>40</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>83-113</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dinitz]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Kiedaisch]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Creating theory: Moving tutors to the center]]></article-title>
<source><![CDATA[The Writing Center Journal]]></source>
<year>2003</year>
<volume>23</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>63-76</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Eastmond]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Scaffolding in the center: Training tutors to facilitate learning interactions with L2 Writers]]></source>
<year>2019</year>
<publisher-name><![CDATA[Arizona State University]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Errázuriz]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The academic writing development in the initial teacher training: Tutoring in a writing centre as a strategy for the modelling of students]]></article-title>
<source><![CDATA[The International Journal of Literacies]]></source>
<year>2016</year>
<volume>23</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>27-43</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Errázuriz]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Las tutorías de un centro de escritura como dispositivo de modelamiento de estudiantes de programas de formación inicial docente]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Natale]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Stagnaro]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Alfabetización académica: un camino para la inclusión en el nivel superior]]></source>
<year>2017</year>
<page-range>103-31</page-range><publisher-name><![CDATA[UNGS]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Errázuriz]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Desempeño escrito de estudiantes de programas de formación inicial docente: ¿cómo es la calidad del proceso de escritura de sus ensayos?]]></article-title>
<source><![CDATA[Lengua y Habla]]></source>
<year>2019</year>
<volume>23</volume>
<page-range>224-42</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ezcurra]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Igualdad en educación superior. Un desafío mundial]]></source>
<year>2013</year>
<publisher-name><![CDATA[Universidad Nacional de General Sarmiento]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[García-Arroyo]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Quintana]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La capacitación profesional de los tutores en los centros de escritura]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Bañales]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Castelló]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Vega]]></surname>
<given-names><![CDATA[N. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Enseñar a leer y a escribir en la educación superior. Propuestas educativas basadas en la investigación]]></source>
<year>2016</year>
<page-range>364-89</page-range><publisher-name><![CDATA[SM]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Harrington]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[O&#8217;Neill]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Bakhshi]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Writing mentors and the writing centre: Producing integrated disciplinary writers]]></article-title>
<source><![CDATA[Investigations in university teaching and learning]]></source>
<year>2007</year>
<volume>4</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>26-32</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hewett]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Synchronous online conferencebased instruction: A study of whiteboard interactions and student writing]]></article-title>
<source><![CDATA[Computers &amp; Composition]]></source>
<year>2006</year>
<volume>23</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>4-31</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Holtz]]></surname>
<given-names><![CDATA[E. V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Mode, method, and medium: The affordance of online tutorials in the writing center]]></article-title>
<source><![CDATA[Honors Scholar Theses]]></source>
<year>2014</year>
<page-range>357</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jones]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Garralda]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Li]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Lock]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Interactional dynamics in on-line and face-to-face peer-tutoring sessions for second language writers]]></article-title>
<source><![CDATA[Journal of Second Language Writing]]></source>
<year>2006</year>
<volume>15</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-23</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kirchhoff]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Motivation in the writing centre: A peer tutor&#8217;s experience]]></article-title>
<source><![CDATA[Journal of Academic Writing]]></source>
<year>2016</year>
<volume>6</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>31-40</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mackiewicz]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effects of tutor expertise in engineering writing: A linguistic analysis of writing tutors&#8217; comments]]></article-title>
<source><![CDATA[IEEE Transactions on Professional Communication]]></source>
<year>2004</year>
<volume>47</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>316-28</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mackiewicz]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Hinting at what they mean: Indirect suggestions in writing tutors&#8217; interactions with engineering students]]></article-title>
<source><![CDATA[IEEE Transactions on Professional Communication]]></source>
<year>2005</year>
<volume>48</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>365-76</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mackiewicz]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Thompson]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Instruction, cognitive scaffolding, and motivational scaffolding in writing center tutoring]]></article-title>
<source><![CDATA[Composition Studies]]></source>
<year>2014</year>
<volume>42</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>54-78</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mackiewicz]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Thompson]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<source><![CDATA[Talk about writing. The tutoring strategies of experienced writing center tutors]]></source>
<year>2018</year>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Martínez]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Pérez]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Martínez]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Las TIC y el entorno virtual para la tutoría universitaria]]></article-title>
<source><![CDATA[Educación XXI]]></source>
<year>2016</year>
<volume>19</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>287-310</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Molina-Natera]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El discurso pedagógico en las tutorías de escritura. Develando elementos de una práctica educativa]]></article-title>
<source><![CDATA[Revista Mexicana de Investigación Educativa]]></source>
<year>2019</year>
<volume>24</volume>
<numero>80</numero>
<issue>80</issue>
<page-range>125-48</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Monty]]></surname>
<given-names><![CDATA[R. W.]]></given-names>
</name>
</person-group>
<source><![CDATA[Theoretical communities of praxis: The university writing center as cultural contact zone]]></source>
<year>2013</year>
<publisher-name><![CDATA[The University of Texas at El Paso]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Muñoz]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Valenzuela]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Características psicométricas de una rúbrica para evaluar expresión escrita a nivel universitario]]></article-title>
<source><![CDATA[Formación Universitaria]]></source>
<year>2015</year>
<volume>8</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>75-84</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Natale]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Las devoluciones escritas del profesor universitario]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Natale]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Stagnaro]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[La lectura y la escritura en las disciplinas. Lineamientos para su enseñanza]]></source>
<year>2016</year>
<page-range>167-200</page-range><publisher-name><![CDATA[UNGS]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Natale]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Stagnaro]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Alfabetización académica: un camino para la inclusión en el nivel superior]]></source>
<year>2017</year>
<publisher-name><![CDATA[UNGS]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[North]]></surname>
<given-names><![CDATA[S. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Training tutors to talk about writing]]></article-title>
<source><![CDATA[College Composition and Communication]]></source>
<year>1982</year>
<volume>33</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>434-41</page-range></nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Núñez]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Las tutorías de escritura académica: estrategias didácticas de una tutora novel]]></article-title>
<source><![CDATA[Enunciación]]></source>
<year>2020</year>
<volume>25</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>176-90</page-range></nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Núñez]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[M. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Escribir en las universidades a distancia: formación y dificultades de los estudiantes]]></article-title>
<source><![CDATA[Revista Tecnología, Ciencia y Educación]]></source>
<year>2018</year>
<numero>11</numero>
<issue>11</issue>
<page-range>47-60</page-range></nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Núñez]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Errázuriz]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Panoramas de la alfabetización académica en el ámbito iberoamericano: aportes para la calidad de la educación superior]]></article-title>
<source><![CDATA[Tendencias Pedagógicas]]></source>
<year>2020</year>
<volume>36</volume>
<page-range>1-8</page-range></nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Parodi]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<source><![CDATA[Géneros académicos y géneros profesionales. Accesos discursivos para saber y hacer]]></source>
<year>2008</year>
<publisher-name><![CDATA[Universitarias de Valparaíso]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Piaget]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[The science of education and the psychology of the child]]></source>
<year>1970</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Orion Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Roldán]]></surname>
<given-names><![CDATA[C. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Arenas]]></surname>
<given-names><![CDATA[K. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Características de las tutorías del Centro de Lectura y Escritura de la Universidad Autónoma de Occidente: ¿qué muestran los registros de atención?]]></article-title>
<source><![CDATA[Revista Grafía]]></source>
<year>2016</year>
<volume>13</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>100-14</page-range></nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ryan]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Zimmerelli]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Bedford guide for writing tutors]]></source>
<year>2006</year>
<publisher-name><![CDATA[Bedford/St.Martin&#8217;s Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Scardamalia]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Bereiter]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Dos modelos explicativos de los procesos de composición escrita]]></article-title>
<source><![CDATA[Infancia y aprendizaje]]></source>
<year>1992</year>
<volume>15</volume>
<numero>58</numero>
<issue>58</issue>
<page-range>43-64</page-range></nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Skagen]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Torras]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Kavli]]></surname>
<given-names><![CDATA[S. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Mikki]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Hafstad]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Hunskår]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Pedagogical considerations in developing an online tutorial in information literacy]]></article-title>
<source><![CDATA[Communications in Information Literacy]]></source>
<year>2009</year>
<volume>2</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>84-98</page-range></nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sun]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Correa]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Zapata]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Carrasco]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Resultados: qué dice la evaluación docente acerca de la enseñanza en Chile]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Manzi]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Sun]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<source><![CDATA[La evaluación docente en Chile]]></source>
<year>2011</year>
<page-range>91-135</page-range><publisher-name><![CDATA[MIDE UC/Ediciones UC]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Thaiss]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Bräuer]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Carlino]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Ganobcsik-Williams]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Sinha]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Writing programs worldwide: Profiles of academic writing in many places]]></source>
<year>2012</year>
<publisher-name><![CDATA[The WAC Clearinghouse &amp; Parlor Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B46">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Thompson]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Scaffolding in the writing center: A microanalysis of an experienced tutor&#8217;s verbal and nonverbal tutoring strategies]]></article-title>
<source><![CDATA[Written Communication]]></source>
<year>2009</year>
<volume>26</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>417-53</page-range></nlm-citation>
</ref>
<ref id="B47">
<nlm-citation citation-type="">
<collab>Unesco</collab>
<source><![CDATA[La educación en América Latina y el Caribe ante la COVID-19]]></source>
<year>2020</year>
</nlm-citation>
</ref>
<ref id="B48">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Van Eemeren]]></surname>
<given-names><![CDATA[F. H.]]></given-names>
</name>
</person-group>
<source><![CDATA[Crucial concepts in argumentation theory]]></source>
<year>2001</year>
<publisher-name><![CDATA[Amsterdam University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B49">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vygotsky]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Mind in society. The development of higher psychological processes]]></source>
<year>1978</year>
<publisher-name><![CDATA[Harvard University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B50">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Yergeau]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Wozniak]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Vandenberg]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Expanding the space of f2f: Writing centers and audio-visual-textual conferencing]]></article-title>
<source><![CDATA[Kairos. A Journal of Rhetoric, Technology, and Pedagogy]]></source>
<year>2008</year>
<volume>13</volume>
<numero>1</numero>
<issue>1</issue>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
