<?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>1657-0790</journal-id>
<journal-title><![CDATA[Profile: Issues in Teachers' Professional Development.]]></journal-title>
<abbrev-journal-title><![CDATA[profile]]></abbrev-journal-title>
<issn>1657-0790</issn>
<publisher>
<publisher-name><![CDATA[Departamento de Lenguas Extranjeras, Universidad Nacional de Colombia.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1657-07902013000200009</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The Role of Genre-Based Activities in the Writing of Argumentative Essays in EFL]]></article-title>
<article-title xml:lang="es"><![CDATA[El papel de actividades basadas en géneros en la escritura de ensayos argumentativos en inglés como lengua extranjera]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chala Bejarano]]></surname>
<given-names><![CDATA[Pedro Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="A01"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chapetón]]></surname>
<given-names><![CDATA[Claudia Marcela]]></given-names>
</name>
<xref ref-type="aff" rid="A02"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Pontificia Universidad Javeriana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2013</year>
</pub-date>
<volume>15</volume>
<numero>2</numero>
<fpage>127</fpage>
<lpage>147</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1657-07902013000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1657-07902013000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1657-07902013000200009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article presents the findings of an action research project conducted with a group of pre-service teachers of a program in modern languages at a Colombian university. The study intended to go beyond an emphasis on linguistic and textual features in English as a foreign language argumentative essays by using a set of genre-based activities and the understanding of writing as a situated social practice. Data were gathered through questionnaires, semi-structured interviews, class recordings, and students' artifacts. The results showed that genre-based activities supported the participants throughout the experience and boosted their confidence, resulting in a positive attitude towards essay writing. The study highlights the importance of dialogic interaction to provide scaffolding opportunities, of understanding writing as a process, and of the use of samples and explicit instruction to facilitate writing.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Este artículo presenta los hallazgos de una investigación-acción realizada con un grupo de estudiantes de la licenciatura en Lenguas Modernas de una universidad colombiana. El estudio buscaba ir más allá del énfasis en las características lingüísticas y textuales en la escritura de ensayos argumentativos en inglés como lengua extranjera, mediante un conjunto de actividades basadas en géneros y comprendiendo la escritura como una práctica social situada. Los datos se obtuvieron a través de cuestionarios, entrevistas semiestructuradas, grabaciones de clase y artefactos de los estudiantes. Los resultados muestran que las actividades basadas en la enseñanza de géneros proporcionan apoyo a los participantes durante la experiencia investigativa y aumentan su confianza y actitud positiva hacia la escritura de ensayos. El estudio resalta la importancia de la interacción dialógica para ofrecer oportunidades de andamiaje, la escritura como proceso y el uso de muestras e instrucción explícita para facilitar la escritura.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Argumentative essay writing]]></kwd>
<kwd lng="en"><![CDATA[genre-based teaching]]></kwd>
<kwd lng="en"><![CDATA[scaffolding]]></kwd>
<kwd lng="en"><![CDATA[situated social practice]]></kwd>
<kwd lng="es"><![CDATA[andamiaje]]></kwd>
<kwd lng="es"><![CDATA[enseñanza basada en géneros]]></kwd>
<kwd lng="es"><![CDATA[escritura de ensayos argumentativos]]></kwd>
<kwd lng="es"><![CDATA[práctica social situada]]></kwd>
</kwd-group>
</article-meta>
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