1. Bañales, G., & Vega, N. A. (2016). La enseñanza estratégica de la argumentación escrita en las disciplinas: desafíos para los docentes universitarios [Strategic teaching of the argumentation written in the disciplines: challenges for university teachers]. In G. Bañales, M. Castelló, & N. A. Vega (Eds.), Enseñar a leer y escribir en la educación superior. Propuestas educativas basadas en la investigación [Teaching to read and write in higher education. Educational proposals based on research]. Ediciones SM: Ciudad de México, México.
2. Barron, B. (2003). When smart groups fail. The Journal of the Learning Sciences,
12, 307–359.
3. Cohen, E. G. (1994). Reestructuring the classroom: Conditions for productive small groups. Review of Educational Research,
64, 1–35.
4. Cuevas, I., Mateos, M., Martín, E., Luna, M., Martín, A., Solari, M., et al. (2016). Collaborative writing of argumentative syntheses from multiple sources: The role of writing beliefs and strategies in addressing controversy. Journal of Writing research, 8, 205–226.
5. Dale, H. (1994). Collaborative writing interactions in one ninth-grade classroom. Journal of Educational Research,
87, 334–344.