Bakhtin, M. (1982 1979). El problema de los géneros discursivos. En Estética de la creación verbal. Madrid: Siglo XXI, pp. 248-293. (Orig. ruso: éstetika slovesnogo tvorchestva, Izdatel 'stevp "iskusstvo", 1979)
Bartholomae, D. (1986). Inventing The University. Journal of Basic Writing, 5 (1), 4-23.
Bazerman, C. (1994). Systems of genres and the enactment of social intentions. Genre and the new rhetoric, 79-101.
[+]
Bakhtin, M. (1982 1979). El problema de los géneros discursivos. En Estética de la creación verbal. Madrid: Siglo XXI, pp. 248-293. (Orig. ruso: éstetika slovesnogo tvorchestva, Izdatel 'stevp "iskusstvo", 1979)
Bartholomae, D. (1986). Inventing The University. Journal of Basic Writing, 5 (1), 4-23.
Bazerman, C. (1994). Systems of genres and the enactment of social intentions. Genre and the new rhetoric, 79-101.
Bazerman, C. (1988). Shaping Written Knowledge. Madison: University of Wisconsin Press.
Bazerman, C., & Prior, P. A. (2004). What writing does and how it does it: An introduction to analyzing texts and textual practices. Lawrence Erlbaum Associates.
Camps, A. (2003) (Coord.) Secuencias didácticas para aprender a escribir. Barcelona: Graó.
Camps, A. & Castelló, M. (1996). Las estrategias de enseñanza y aprendizaje de la escritura. En C. Monereo & I. Solé (coords.): El asesoramiento psicopedagògico: una perspectiva profesional y constructivista. Madrid: Alianza Editorial, pp. 321- 342.
Camps, A. & Uribe, P. (2008). La construcción del discurso escrito en un entorno académico: una visión de la dinámica del aprendizaje de los géneros discursivos. En J.L. Barrio (coord.): El proceso de enseñar lenguas. Madrid: La Muralla, pp. 27- 56.
Casanave, C. & Hubbard P. (1992). The writing assignments and writing problems of doctoral students: faculty perceptions, pedagogical issues, and needed research. English for Specific Purposes 11; 33-49.
Castello, M. & Monereo, C. (2005). Students' note-taking as a knowledge construction tool. L1-Educational Studies in Language and Literature, 5 (3), 265-285.. I: 0,322 (NRS); Q: 1 (NRS); Cites SCI: 5
Castelló, M. (2008). Escribir trabajos de investigación con alumnos de grado. Textos. Didàctica de la lengua y de la literatura, 50, 21-29
Castelló, M. (2009). Aprender a escribir textos académicos: ¿copistas, escribas compiladores o escritores?. En J.I. Pozo y Pérez Echeverría, M. P. (Coords.), La Psicología del aprendizaje universitario: de la adquisición de conocimientos a la formación en competencias (pp.120-133). Madrid: Morata.
Castelló, M. Iñesta, A. & Corcelles, M. (2013). Ph. D. students' transitions between academic and scientific writing identity: learning to write a research article. Research in the Teaching of English, v.47. 442-478.
Castelló, M. & Iñesta, A. (2012). Texts as Artifacts-in-Activity: Developing Authorial Identity and Academic Voice in Writing Academic Research Papers in M. Castelló & C. Donahue (Eds.). University writing: Selves and Texts in Academic Societies (pp.179-200). Bingley, UK: Emerald group Publishing Limited.
Engeström, Y., Miettinen, R. & Punamäki, R-L. (Eds) (1999), Perspectives on Activity Theory, Cambridge University Press, Cambridge.
Engeström, Y., y Sannino, A. (2011). Discursive manifestations of contradictions in organizational change efforts: A methodological framework. Journal of Organizational Change Management, 24(3), 368-387.
Flower, L. (1987). Interpretative acts: cognition and the construction of discourse. Occasional paper, 1. Berkeley/ Pittsburgh: CSWL. University of California/ Carnegie Mellon University. (trad. cat.: Actes interpretatius: cognició i la construcció del discurs. Articles, 5, 1995, 81-101)
Freedman, A.; Adam, Ch. & Smart, G. (1994). Wearing suits to class: simulating genres and simulation as genre. Written Communication, 11 (2), 193-226
Ganobcsik-Williams, L. (2004). A Report on the Teaching of Academic Writing in UK Higher Education. Royal Literary Fund.
Gardner, S. y Nesi, H. (2012). A Classification of Genre Families in University Student Writing. Applied Linguistics 26, 1-29; doi:10.1093
Gillett, A. & Hammond A. (2009). Mapping the maze of assessment: an investigation into Practice. Active Learning in Higher Education, 10; 120-37.
Halliday, M.A.K. (1993). Towards a language-based theory of learning. Linguistics and Education, 5, 93-106
Horowitz, D. (1986). What professors actually require of students: academic tasks for the ESL classroom. TESOL Quarterly 20, 3; 445-62.
Ivanic, R. (1998) Writing and Identity: The Discoursal Construction of Identity in Academic Writing. John Benjamins: Amsterdam
Kinneavy, J. E. (1969). The basic aims of discourse. College Composition and Communication. 20, 5; 297-304.
Lea, M. R. (2012). New Genres in the Academy: Issues of Practice, Meaning Making and Identity. In M. Castelló, C. Donahue (ed.). University Writing: Selves and Texts in Academic Societies (Studies in Writing, Volume 24), Emerald Group Publishing Limited, pp.93-109
Lea, M. R. & Street, B. V. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23 (2), 157-172. doi:10.1080/03075079812331380364
Lea, M. & Stierer, B. (2000). Student Writing in Higher Education: new contexts Open University Press: Buckingham
Leontiev, A.N. (1979). El problema de la actividad en psicología. En La actividad en psicología, La Habana: Libros para la educación, pp 7-27. (Original ruso: en Voprosy filosofii, 9, 95-108, 1972)
Leontiev, A.N. (1981). Problemas del desarrollo del psiquismo. La Habana (Cuba): Editorial Pueblo y Educación.
Lillis, T. (2001). Student Writing: Access, Regulation, Desire, Routledge: London
Milian, M. (1996). Contextual factors enhancing cognitive and metacognitive activity during the process of collaborative writing. En G. Rijlaasrsdam et al. (eds.), Effective Teaching and Learning of Writing (pp. 372-386). Amsterdam: Amsterdam University Press.
Milian, M. & Camps, A. (2001) Interacción de contextos en el proceso de composición escrita en grupo. Lengua, discurso, texto (I Simposio Internacional de Análisis del Discurso), Vol. II. Madrid: Visor. pp. 2767-2780.
Miller, C.R. (1984). Genre as a social action. Quarterly Journal of Speech, 70, 151-167.
Robinson-Pant, A. y Street, B. (2012). Students' and Tutors' Understanding of 'New' Academic Literacy Practices. In Montserrat Castelló, Christiane Donahue (ed.) University Writing: Selves and Texts in Academic Societies (Studies in Writing, Volume 24), Emerald Group Publishing Limited, pp.71-92
Russell, Ch. & Yáñez, A. (2002) 'Big Picture People Rarely Become Historians': Genre Systems and the Contradictions of General Education. En Ch. Bazerman, & D.R. Rusell, (eds.): Writing Selves/Writing Societies. Research from Activity Perspectives, Fort Collins, Colorado: The WAC Clearinghouse and Mind, Culture, and Activity.
Todorov, T. (1978). L'origine des genres. En Todorov, T. (ed.): La notion de litterature et autres essais. París: Seuil, pp. 27-46. (Trad. cast.: El origen de los géneros. En M.A. Garrido Gallardo (comp.): Teoría de los géneros literarios. Madrid: Arco/Libros, pp. 31-48).
Vigotsky, L.S. (1977 1934). Pensamiento y Lenguaje. Buenos Aires (Argentina): La Pléyade.
[-]
