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EJE TEMÁTICO II
EL CONOCIMIENTO RETÓRICO DE LOS GÉNEROS COMO PARÁMETRO DE CONTROL DE LA COMPRENSIÓN INFERENCIAL:
IMPLICACIONES TEÓRICO-PRÁCTICAS
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and proletarian public sphere. Minneapolis: University of Minnesota Press.
Perales Escudero, M.D. (2011). Teaching and Learning Critical Reading with Transnational
Texts at a Mexican University: An Emergentist Case Study. (Tesis inédita de doctorado).
University of Michigan.
russell, D. & yáñez, A. (2001). Big picture people rarely become historians: genre systems
and the contradictions of general education. En Bazerman, C. & Russell, D. (Coords.),
Writing Selves, Writing Societies (pp. 331-362). WAC Clearinghouse.
Schuder, T. (1993). The genesis of transactional strategies instruction in a reading program
for at-risk students. The Elementary School Journal, 94(2), 183-200.
Stanovich, K. (1980). Toward an interactive-compensatory model of individual differences in
the development of reading fluency. Reading Research Quarterly, 21, 360-407.
Swales, j. (1990). Genre Analysis. Cambridge: Cambridge University Press.
242 INSTITUTO TECNOLÓGICO AUTÓNOMO DE MÉXICO, MÉXICO, D.F.