{"id":1731,"date":"2013-03-20T13:35:25","date_gmt":"2013-03-20T12:35:25","guid":{"rendered":"https:\/\/antigua.revista.infad.eu\/?page_id=1731"},"modified":"2014-01-20T14:22:15","modified_gmt":"2014-01-20T14:22:15","slug":"revista-infad-2012-no1-volumen-4-pp-261-266","status":"publish","type":"page","link":"https:\/\/antigua.revista.infad.eu\/index.php\/publicaciones\/revista-infad-2012\/revista-infad-2012-no1-volumen-4-pp-261-266\/","title":{"rendered":"Revista INFAD 2012 >> N\u00ba1 >> Volumen 4 >> pp. 261-266"},"content":{"rendered":"<table width=\"95%\" border=\"0\" cellspacing=\"0\" align=\"center\">\n<tbody>\n<tr>\n<td style=\"text-align: left;\" valign=\"center\" width=\"50%\" height=\"17\"><strong>Revista INFAD 2012<\/strong><\/td>\n<td valign=\"center\" width=\"50%\" height=\"17\">\n<p style=\"text-align: right;\" align=\"right\"><strong>ISSN EDICI\u00d3N EN PAPEL: 0214-9877<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" height=\"20\">N\u00ba1, Vol. 4, pp. 261-266<\/td>\n<td style=\"text-align: right;\" valign=\"center\" height=\"20\">doi: en tr\u00e1mite<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table width=\"95%\" border=\"0\" cellspacing=\"0\" align=\"center\">\n<tbody>\n<tr>\n<td valign=\"top\" width=\"50%\" height=\"20\"><a title=\"Contraste de dos modalidades instruccionales en competencia comunicativa escrita: producto y proceso. pp. 261-266\" href=\"https:\/\/antigua.revista.infad.eu\/2012\/n1\/volumen4\/INFAD_010424_261-266.pdf\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" alt=\"pdf\" src=\"https:\/\/antigua.revista.infad.eu\/wp-content\/uploads\/2013\/02\/pdf.gif\" width=\"18\" height=\"17\" \/><\/a> <a title=\"Contraste de dos modalidades instruccionales en competencia comunicativa escrita: producto y proceso. pp. 261-266\" href=\"https:\/\/antigua.revista.infad.eu\/2012\/n1\/volumen4\/INFAD_010424_261-266.pdf\" target=\"_blank\"> Ver PDF<\/a><\/td>\n<td style=\"text-align: right;\" valign=\"center\" width=\"50%\" height=\"20\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p style=\"text-align: center;\"><strong style=\"font-size: 1.5em; text-align: center;\"><em>Contraste de dos modalidades instruccionales en competencia comunicativa escrita: producto y proceso.<\/em><\/strong><\/p>\n<p style=\"text-align: right;\">M\u00aa Lourdes \u00c1lvarez Fern\u00e1ndez \/ Jes\u00fas Nicasio Garc\u00eda S\u00e1nchez \/ Judit Garc\u00eda Mart\u00edn \/ H\u00e9ctor D\u00edez Caso. pp. 261-266<\/p>\n<blockquote><p><strong>Abstract<\/strong><\/p>\n<p style=\"text-align: justify;\">The current paper has as an objective to present two modalities of writing instruction, one that is focused on the textual product while the other focuses on the writing process. These instruction-al methods are framed within the format of an online program, which specifically centers its efforts on occupational skills related to the job search, by placing under consideration basic social compe-tencies such as written communication. During the course of this study, we received competitive aids from the MICINN project (EDU2010-19250) for the three-year period of 2010-2013; awarded to IP J. N. Garc\u00eda along with two scholarship funds FPI from MICINN assigned to projects (M.L. \u00c1lvarez; J. Garc\u00eda Mart\u00edn).<br \/>\n<strong>Keywords:<\/strong>instructional program, written communication, textual product, writing process<\/p>\n<\/blockquote>\n<p style=\"text-align: justify;\"><a title=\"Contraste de dos modalidades instruccionales en competencia comunicativa escrita: producto y proceso. pp. 261-266\" href=\"https:\/\/antigua.revista.infad.eu\/2012\/n1\/volumen4\/INFAD_010424_261-266.pdf\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" alt=\"pdf\" src=\"https:\/\/antigua.revista.infad.eu\/wp-content\/uploads\/2013\/02\/pdf.gif\" width=\"18\" height=\"17\" \/><\/a> <a title=\"Contraste de dos modalidades instruccionales en competencia comunicativa escrita: producto y proceso. pp. 261-266\" href=\"https:\/\/antigua.revista.infad.eu\/2012\/n1\/volumen4\/INFAD_010424_261-266.pdf\" target=\"_blank\">Ver PDF<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Revista INFAD 2012 ISSN EDICI\u00d3N EN PAPEL: 0214-9877 N\u00ba1, Vol. 4, pp. 261-266 doi: en tr\u00e1mite Ver PDF Contraste de [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":278,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-full.php","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center 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