On 19 and 20 October 2017, the Faculty of Education (Teaching and Learning Centre) of the Complutense University of Madrid held the 5th edition of the Ibero-American Seminar «Investigación sobre Didáctica de la Escritura Académica y Profesional».

In this edition, GIEL participated with two papers, «La revisión como fase clave en el proceso de escritura de perfiles biográficos en estudiantes de Magisterio» by Arantxa Bea and Carmen Rodríguez Gonzalo, and «Creencias sobre escritura y su relación cono la calidad de textos escritos producidos miedo estudiantes de primero año de Magisterio de la Universitat de València», by Andrea Rivera Ávalos.

«La revisión como fase clave en el proceso de escritura de perfiles biográficos en estudiantes de Magisterio» comes from a writing teaching-learning experience implemented by Arantxa Bea at the Faculty of Teacher Training of the UV. Bea and Rodríguez Gonzalo explained a working method in the classroom that allows to train with the pupils the actions that carry out in the revision phase, key and recursive phase, which contributes to the development of the conscience as writer. The intervention, viewed as a didactic sequence, consisted in the making of a biographical text by the pupils about an ancestor or family member. The first paragraphs were reviewed jointly in the classroom.

Once the initial and final writings were analysed, the researchers concluded that addressing the classroom’s revision in a didactic way favours the pupil’s transformation into a reader of the text, it also favours the metalinguistic discussion, helps the learner to perceive the text as a whole, all parts of which are interrelated, and to transfer the revision actions witnessed in the classroom to the personal writing task; it also helps the pupils seeing writing as a complex process, and not as a one-off assignment.

On the other hand, Andrea Rivera, professor of the University of Antofagasta (Chile), currently has a scholarship for a PhD in Valencia. She presented her work «Creencias sobre escritura y su relación cono la calidad de textos escritos producidos miedo estudiantes de primero año de Magisterio de la Universitat de València». This research shows how the beliefs of first-year Teacher Training students in writing influence directly in their writing performance. Hence, teachers must promote a sociocognitive writing process with a variety of uses and functions linked to the promotion of constructive beliefs on writing, i.e. writing as a way of transforming thought, opposite to the beliefs of writing as a reproduction of thought that drag students from the beginning of their education and that prevent a correct performance in the writing field.

Around the budgets of the Escribir para aprender (Writing to Learn) research line, this Seminar –organised by Didactext, under the direction of professor Álvarez Angulo– is an interesting and necessary intersection on didactics of academic and professional writing, which brings together teachers and researchers from many Spanish, Portuguese, Colombian, Chilean and Argentinean universities.

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