Engineering the Future: Teaching Reading and Writing at the Universidad Nacional de Entre Rios

Abstract Since the 1990s, in Argentina there has been considerable concern over whether higher education institutions must undertake the responsibility of teaching academic skills to their student population or if both undergraduates and graduates ought to cope with the enculturation process without assistance. Although academics seem to have reached an agreement and have put forward a number of actions aimed at facilitating the access of university students into their target discourse communities, there is still heated debate about how the issue must be approached. In this article we describe the initiatives carried out at two engineering colleges: the Facultad de Ciencias de la Alimentación and the Facultad de Ingeniería belonging to the Universidad Nacional de Entre Ríos that have paved the way for the inclusion of academic literacy development in the curriculum.