<?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>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662018000401093</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Creencias y prácticas de escritura. Comparación entre distintas comunidades académicas]]></article-title>
<article-title xml:lang="en"><![CDATA[Beliefs and writing practices. Comparison of various academic communities]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández Rojas]]></surname>
<given-names><![CDATA[Gerardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Varela]]></surname>
<given-names><![CDATA[Erika Ivonne]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Psicología ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>23</volume>
<numero>79</numero>
<fpage>1093</fpage>
<lpage>1119</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662018000401093&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662018000401093&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662018000401093&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La investigación que se presenta en este artículo estudió las creencias y prácticas de escritura académica de 248 estudiantes de cuatro carreras universitarias (Psicología, Historia, Biología y Filosofía) y un grupo de bachillerato. Se diseñó y aplicó el Cuestionario sobre la Escritura Académica que tiene dos partes: la primera estudia las creencias de tipo reproductivo-transmisional y constructivo-transaccional, y la segunda explora distintos aspectos de las prácticas letradas: a) tareas de escritura, b) dificultades para ejecutar los subprocesos de la composición escrita, c) dificultades para escribir textos, d) evaluación de la escritura y e) necesidades de formación. Las cinco comunidades académicas mostraron perfiles de creencias de escritura distintos. Respecto de sus prácticas de escritura, se encontraron diferencias en cada comunidad académica y relaciones entre creencias y prácticas de escritura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The research presented in this article studied the beliefs and practices of academic writing among 248 students from four university majors (psychology, history, biology, and philosophy) and one high school class. A two-part questionnaire on academic writing was designed and administered. The first part studies beliefs of a reproductive/transmissive and constructive/transactional type, and the second part explores various aspects of academic practices: a) writing tasks, b) difficulties in executing the sub-processes of written composition, c) difficulties in writing texts, d) the evaluation of writing, and e) educational needs. The five academic communities revealed different profiles of beliefs about writing. With respect to writing practices, differences were found in each academic community and in the relations between beliefs and writing practices.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[escritura]]></kwd>
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<kwd lng="es"><![CDATA[creencias del estudiante]]></kwd>
<kwd lng="es"><![CDATA[comunidad escolar]]></kwd>
<kwd lng="en"><![CDATA[writing]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[student beliefs]]></kwd>
<kwd lng="en"><![CDATA[scholastic community]]></kwd>
</kwd-group>
</article-meta>
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<article-title xml:lang=""><![CDATA[Implicit writing beliefs and their relation to writing quality]]></article-title>
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