Writing Programs Worldwide - Profiles of Academic Writing in Many Places, 2012a

González
strengthening of our discussion and enrichment of the Program, thanks to an
exchange of experiences and research.
Precisely, following from the results of this research, members of REDLEES
were invited to participate in an inter-institutional investigation: Initial training
in reading and writing in the university: from secondary education to academic
achievement in higher education, which will continue through 2012.
For us, the most important strategy implemented so far has been the recent
work of an inter-disciplinary group of twelve professors from different majors
that come from eight of the twelve schools in the university. The group’s goals
include thinking together about the basis of institutional policy for reading and
writing in the university, and working together to develop classroom strategies.
NOTES
1. Research carried out by Blanca González and Violetta Vega, faculty researchers at
the Universidad Sergio Arboleda.
2. SWOT analysis (strengths, weaknesses, opportunities, threats) used in organizational
planning. (See http://www.quickmba.com/strategy/swot/.)
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Bazerman, C. (1988). Shaping written knowledge. The genre and activity of the
experimental article in science. Madison, WI: University of Wisconsin Press.
Carlino, P. (2005). Escribir, leer y aprender en la universidad. Una introducción
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González, B. (2004). ¿Cómo elaborar una ficha de lectura? Bogotá: Fondo de
Publicaciones Universidad Sergio Arboleda.
González, B. (2010). Strategies, policies and research on reading and writing in
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González B., & Vega, V. (2011). Evaluación y descripción del Programa de
Gramática / Lectura y Escritura Académicas (PGLEA) en la Universidad Sergio
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