Elementary school children’s decisions about

paragraph organization

Amira Dávalos and Mónica Alvarado

Secretaría de Educación del Estado de Querétaro, Mexico / Universidad
Autónoma de Querétaro, Mexico

The main purpose of the present paper is to explore children’s abilities to intro-
duce punctuation in Spanish texts. In this context, sixty Mexican elementary
school children (ages 8–11) were asked to edit an expository text. The children’s
written responses were analyzed from a pragmatic perspective following Nun-
berg (1990) and Figueras (2001). The result of this exercise led to some hypoth-
eses on the relation between the discursive connectors and punctuation, and
also on the semantic criteria that lead children to delimit certain textual units.
From the way the children delimited units we observed a tendency to progress
from identifying text sentences to defining them with punctuation in expository
written discourse.
Children differentiated in their use of punctuation, using commas for serial
units and upper cases and full stops for text sentences beginning with explicit
subjects. Therefore, we follow that explicit subjects might be a key starting point
in the development of those criteria that help to differentiate the structures of
text sentences and serial units, at least when revising someone else’s text.

Keywords: written language acquisition, spelling conventions, punctuation, text

organization

1. Introduction

The aim of this article is to show the most relevant results of our exploratory re-
search that has given tentative answers to how children construct knowledge of
punctuation when they need to organize expository texts. Learning to punctuate is
not a minor task, especially for those who are just starting the process of acquiring
writing skills and conventions. The use of punctuation is fundamentally linked to
text organization. In order to understand its acquisition, it is necessary to consider

Written Language & Literacy 13:2 (2010), 258–271.  doi 10.1075/wll.13.2.04dav

issn 1387–6732 / e-issn 1570–6001 © John Benjamins Publishing Company
 Elementary school children’s decisions about paragraph organization 259

two different aspects related to the use of the punctuation system: the historical
development of punctuation (in order to understand the actual structure of the
system) and the psychological implications involved in the learning process.
Punctuation is a cultural phenomenon; its origins are more related to speaking
than to writing. Early punctuation was principally an aid for reading aloud. In the
Greco-Latin antiquity, the introduction of marks in a text was the responsibility
of an expert reader and their function was mainly to indicate pauses (Saenger
1997). It was not until around the 9th century A.D. when the use of punctuation
changed and word separation was implemented by Irish scribes. To them Latin
was a foreign, mainly written or visual language, rather than an oral one (Parkes
1993). The perception of Latin as a primarily written language eventually led to
silent reading and to the further development of new graphic conventions (such
as a space between words and capital letters), as well as new forms of punctuation
to guide the readers’ interpretation. Throughout the thirteenth century and even
more pronounced after the invention of printing, these methods of text arrange-
ment were further refined.
Punctuation has never been static. Its development has always been linked to
the different modalities of reading and writing, to text revision and correction,
to the need to restrict the possible interpretations in an increasing community of
readers and writers, and to the recursive attempts to delimit meaningful units in
a text (Parkes 1993; Saenger 1997; Cavallo & Chartier 1998; Sebastian 2000; and
Frenk 2005). Thereby, punctuation has become one of the essential mechanisms
of organizing the content of a written text by segmenting it into text processing
units. In fact, nowadays, the recognized text units delimited by this system are the
result of the analysis of texts and the subsequent use of punctuation in the past
(Zamudio 2004).
This resource coexists with other devices in written language such as blank
spaces and discursive connectors. Punctuation helps to define the text structure,
the discourse, and other text categories such as paragraph, text sentence, text
clause, text adjunct, and serial unit (item in a list) (Nunberg 1990; Figueras 2001).
These categories do not pre-exist in the text, but are delimited by punctuation as
the result of the author’s decision according to the message he wants to transmit to
the reader. Therefore, he guides the reader’s interpretation.
It is important to say that there are several punctuation practices that have
been defined by different writing traditions related to particular writing expres-
sions for the different modern languages, textual typologies, and, even more,
knowledge areas. Writers in different contexts have adopted and institutionalized
their own conventions around written organization. In the following analysis, we
focus only on Mexican Spanish written texts.
260 Amira Dávalos and Mónica Alvarado

Punctuation has also become institutionalized, and it is a priority for all

schools in Mexico to teach its use. In Mexican Spanish, the use of punctuation is
rather flexible, in other words there is no strict norm as there is for word spelling
(Millan 2005). There are only a few compulsory conventions for its usage such as
capital letter after full stop, full stop at the end of a text sentence or a paragraph,
and comma to divide elements in a list.
However, punctuation is commonly taught at school according to a normative
approach. Teachers usually present one punctuation mark at a time and introduce
its use through manual-like definitions. The definition is followed by exercises that
require adding the missing mark to a list of unrelated text sentences.
Despite the explanations and exercises, teachers complain about the students’
misuse of punctuation when they produce spontaneous texts. Are young chil-
dren’s punctuation errors an indicator of their active involvement in the learn-
ing process? Do children develop alternative hypotheses to the prescriptive rules?
Psychogenetic studies have tried to answer these questions. According to the work
of Ferreiro and Teberosky (1979), Vernon (1986), Díaz (1992), Quinteros (1994),
Ferreiro, Pontecorvo & García Hidalgo (1996), and Díaz (2000), amongst others,
while learning to read and write, children must think about the different system
of written language problems and face them in a similar way as former societies
have done.
In the learning process, the learner progressively restructures hypotheses on
how the system of any written language works. This means that children grad-
ually redefine their understanding until they have reached a system that agrees
with convention (Ferreiro & Teberosky 1979). Becoming literate means master-
ing a language system which is complex and operates on many levels: phonologi-
cal, morphological, discursive, graphic, etc. (Olson 2001). Once children acquire
the writing system, they start thinking about and exploring other elements of the
written language such as punctuation. As a consequence, similar processes under-
lie the learning of the different subsystems of written language, as suggested by
Luquez (2003) Castedo (2003), and Ferreiro and Kiscautzky (2003).
On the other hand, studies by Ferreiro and Zucchermaglio (1996) and Simone
(1996) state that learning to punctuate is a late acquisition. A punctuated text is the
result of various trials and attempts that respond to the need to present a text that
can be well understood, in other words, that guides the reader’s interpretation.
In addition, psycholinguistic studies (Ferreiro & Kriscautzky 2003; Castedo 2003;
and Luquez 2003) have shown that children tend to introduce more punctuation
when revising a text than when producing one.
There is a limited number of studies on how children use punctuation and/
or other graphic organizers, and even fewer whose main point of analysis is the
text units that result from children’s introduction of punctuation (Ferreiro &
 Elementary school children’s decisions about paragraph organization 261

Pontecorvo 1999). As yet, there are no established units of analysis that allow to
identify children’s criteria for delimiting and distributing text segments on the
page, even less in the specific case of expository texts. Therefore, this study pro-
poses a methodology based on a discursive-pragmatic analysis (Nunberg 1990;
Figueras 2001).
Taking this perspective into account, we do not intend to contrast children’s
productions with adults’ productions. We are aware that using punctuation leads to
text segmentation with specific discursive functions. We are also conscious of the
difficulty involved for the novice writer in identifying meaningful units in the text
and delimiting them. Therein lays the reason to consider the text units delimited by
the children as the focus of analysis. This way we can reconstruct the criteria that
guide them through the introduction of punctuation. We are interested in where
and why they introduce punctuation when faced with the need to organize a text,
and also in which types of text units tend to be more easily identified and delimited.

2. Method

Sixty children who attended 3rd, 4th, and 5th grade (ages 8–11) at state elementa-
ry schools in the community of Queretaro City, Mexico, participated in the study:
23 students were in third grade, 16 attended fourth, and 21 were fifth graders.
We chose these age groups to ensure the children could read and write con-
ventionally, even though they might make some spelling mistakes. The children
were exposed to a written expository text provided on a computer screen. The text
had previously been transcribed from a children’s encyclopedia (Mills & Aridjis
2005) and altered in such a way that the children were faced with the need to or-
ganize it.
All punctuation marks, upper case letters, and spaces between lines were
removed (word spelling was not changed). The resulting text (see Figure 2) was
shown to the children, followed by the instruction, “Here is a text without delimita-
tions, correct it so that it can be read more easily”. Even though the task was given to
each class as a whole, the children read the text individually and silently and intro-
duced the modifications that they considered necessary in a session which lasted
an average of 45 minutes. Every modification was recorded using using Microsoft
Office Word’s tool to track changes.
262 Amira Dávalos and Mónica Alvarado

Rabbits need to be very attentive to any sound as they are a delicious

meal for other animals, for example, the fox.
The y move around by hopping with the powerful muscles of their
back legs. They make long jumps to run away.
Rabbits have long teeth because they are rodents like hares, mice,
squirrels, beavers, etcetera.
They feed on vegetables by nibbling them. They feed o n all types of
leaves, seeds, fruits, hay, etcetera.
Their bodies are covered by very soft fur of various colors. There are
white rabbits, black rabbits, grey and ginger rabbits, among other
colors.
After a male and a female rabbit mate, baby rabbits are formed
inside their mother´s body, for a month, until they are born. Females
have y oung several times a year and they have about six rabbits each

Figure 1.  Original exposititory text (Spanishand English translation)

 Elementary school children’s decisions about paragraph organization 263

los conejos necesitan estar muy atentos a cualquier sonido porque son un delicioso alimento
para otros animales por ejemplo el zorro se desplazan saltando con los potentes músculos de
sus patas traseras dan grandes saltos para huir con rapidez los conejos tienen dientes grandes
porque son roedores como las liebres las lauchas las ardillas los castores etcétera se alimentan
de vegetales royéndolos comen toda clase de hojas semillas frutos paja etcétera su cuerpo
está recubierto por un pelo muy suave de colores variados hay conejos blancos negros grises
y rojizos entre otros después que un conejo y una coneja se aparean los conejitos se forman
dentro del cuerpo de su madre durante un mes hasta que nacen las hembras tienen cría
varias veces al año y nacen alrededor de seis conejitos por vez cuando los conejitos crecen no
se van a otra madriguera por eso la colonia de conejos se puebla cada vez más
(the) rabbits need to be very attentive to any sound as they are a delicious meal for other ani-
mals for example the fox they move around by hopping with the powerful muscles of their back
legs they make long jumps to run away (the) rabbits have long teeth because they are rodents
like hares mice squirrels beavers etcetera they feed on vegetables by nibbling them they feed on
all types of leaves seeds fruits hay etcetera their bodies are covered by very soft fur of various col-
ors there are white rabbits black rabbits grey and ginger rabbits among other colors after a male
and a female rabbit mate baby rabbits are formed inside their mother’s body for a month until
they are born (the) females have young several times a year and they have about six rabbits
each time when the young grow up they do not leave the burrow that is why the colony grows
bigger every time
Note: We added the at the beginning of three sentences because in Spanish nouns are often introduced
by this definite article.

Figure 2.  Altered text (Spanish and English translation)

3. Results and discussion

We used the clause as the unit of analysis. According to Berman and Slobin (1994),
the term clause refers to any unit that contains a unified predicate expressing a
unique situation, whether it is an activity, event or state, as, for example, “Rabbits
need to be very attentive to any sound”. A combination of clauses either in coor-
dination or in subordination creates more complex units called clause packages
(Nir-Sagiv 2008). The phrase “Females have young several times a year and they
have about six rabbits each time” is an example of this type of complex clause.
Additionally, a clause can consist of a complement, for example an explanato-
ry text adjunct, which as a syntagmatic unit makes a semi-clause (Nir Sagiv 2008).
Such a semi-clause is found at the end of the following clause package: [[[Rabbits
need to be very attentive to any sound] [as they are a delicious meal for other ani-
mals, [for example, the fox]]].
We found sixteen clauses in the text used in the task. Figure 3 shows these
clauses.
All the children used punctuation as a resource to organize the altered text.
The general results of mark introduction showed no significant differences be-
264 Amira Dávalos and Mónica Alvarado

C1 rabbits need to be very attentive to any sound

C2 as they are a delicious meal for other animals, for example, the fox
C3 they move around by hopping with the powerful muscles of their back legs
C4 they make long jumps to run away
C5 rabbits have long teeth
C6 because they are rodents like hares, mice, squirrels, beavers, etcetera
C7 they feed on vegetables by nibbling them
C8 they feed on all types of leaves, seeds, fruits, hay, etcetera
C9 their bodies are covered by very soft fur of various colors
C10 there are white rabbits, black rabbits, grey and ginger rabbits, among other colors
C11 after a male and a female rabbit mate
C12 baby rabbits are formed inside their mother´s body, for a month,
C12’ until they are born
C13 females have young several times a year
C14 and they have about six rabbits each time
C15 when the young grow up,
C15’ they do not leave the burrow
C16 that is why the colony grows bigger every time
Figure 3.  Clauses found in the text

tween school grades. However, there is a difference in how children used punctua-
tion depending on the type of clause and the elements inside them.

3.1 Children’s marking of clause boundaries

Punctuation was introduced most frequently at the boundaries of the text, that is
to say children introduced an initial capital letter (95%) and a final full stop (81%)
to indicate them.
Within these boundaries, punctuation had a variety of uses. Commas and full
stops were the most frequently used marks to delimit a variety of text units: se-
rial units, text sentences, and text adjuncts. The ending of the clauses was more
marked compared with the beginning of the clauses. At times, this was the result
of the type of mark chosen by the children to delimit the clauses. If a comma was
used at the end of clause, instead of a full stop, there was no need to start the next
clause with a capital letter. However, as we will show later, the introduction of a full
stop at the end of a clause did not always lead to the use of an initial capital letter
in the subsequent clause.
Our results show that children were sensitive to the dependent relationship
between clauses C1-C2, C5-C6, C11-C12 (C12’ included) and C13-C14 where no
punctuation is necessary. As a result, no child introduced punctuation between
those paired clauses.
 Elementary school children’s decisions about paragraph organization 265
  21 

Figure 4. Marking percentage (beginning and ending) for each clause

As Figure 4 shows, some clauses inside the text were more marked than oth-
Figure
ers. 5. Initial marking
Analyzing of C5 related
the beginning to non-conventional
of each clause, we can punctuation in the
observe that, previous
apart from the
first
clauseone, clause
(Sergio, th
C5 was the most marked in the text. Clause C5 is shown below
4 grade)
together withneed
(The) rabbits C4 to
to be
illustrate the context
very attentive to any of C5´sasbeginning.
sound they are a delicious meal for other
For they
animals. C4 example
makethe foxjumps
long they move
to runaround
away by hopping with the powerful muscles of

their backC5 (the)
legs rabbits
[they make have long teeth
long jumps to run away], [(The) rabbits have long teeth because
they are
Many ofrodents like hares
the children whomice squirrels
correctly putbeavers etcetera]
a capital they
letter to feed onthe
indicate vegetables
beginningby
of C5 did
nibbling so without
them. They feed having
on all marked the end
types of leaves of C4
seeds, with
fruit, hay,a etcetera.
full stop.Their
Thisbodies
indicates
are
the relevance
covered by veryofsoft
the fur of various(the)
expression rabbits
colors there in
areguiding punctuation.
white rabbits On the
black rabbits greyother
and
hand, there were also cases were the opposite was true: A full stop in the preceding
ginger rabbits among other colors. After a male and a female rabbit mate baby rabbits are
clause was not always followed by a capital letter in C5, leading us to suspect that
formed inside their mother’s body for a month until they are born. (The) females have
the article-noun combination facilitates identification of the ending of a preceding
young several times a year and they have about six rabbits each time when the young grow
clause (in this case C4–60.8% marked).
up they do not leave the burrow that is why the colony grows bigger every time.

(The) rabbits need to be very attentive to any sound as they are a delicious meal for other
animals. For example the fox they move around by hopping with the powerful muscles of
their back legs [they make long jumps to run away], [(The) rabbits have long teeth because
they are rodents like hares mice squirrels beavers etcetera] they feed on vegetables by nibbling
them. They feed on all types of leaves seeds, fruit, hay, etcetera. Their bodies are covered by
very soft fur of various colors there are white rabbits black rabbits grey and ginger rabbits
Figure 6. Percentage of clauses marked according to the type of beginning
among other colors. After a male and a female rabbit mate baby rabbits are formed inside
their mother’s body for a month until they are born. (The) females have young several times
a year and they have about six rabbits each time when the young grow up they do not leave
the burrow that is why the colony grows bigger every time.
Figure 5.  Initial marking of C5 related to non-conventional punctuation in the previous
clause (Sergio, 4th grade)
266 Amira Dávalos and Mónica Alvarado

We can see an example of this in Figure 5. For illustration, a full text is given
here; italics and square brackets highlight the clauses under discussion.
This type of marking at the beginning of clause 5 might result from the fact that
this is the only clause that starts with the same words — (the) rabbits — as the first
line of the text. Thus, the first line may have served as a lexical clue to finding the
beginning of a text sentence.
A similar pattern is shown by clauses C12 (C12’ included) and C13:
C12 (C12’ included) baby rabbits are formed inside their mother´s body, for a
month, until they are born
C13 (The) females have young several times a year

Even though the children did not introduce a significant amount of punctuation
marks at the end of C12’ (11.7%, out of which 5.0% were full stops and the rest
were commas), it is interesting to see that the number of initial marking of C13
was higher at 15.0%. We believe that it was the subject (the) females that led the
children who introduced capital letters to determine the beginning of the clause.
Clauses 7, 9 and 11 show the influence of list-type endings. All three had punc-
tuation marks introduced at the initial boundary by 25.0 % of the children. What is
also similar about these clauses is that each of them is subsequent to a clause that
includes a list. We show clauses 7, 9 and 11 in their context, together with their
preceding clauses, in which we have underlined the lists.
C5 Rabbits have long teeth
C6 because they are rodents like hares, mice, squirrels, beavers, etcetera
C7 They feed on vegetables by nibbling them
C8 They feed on all types of leaves, seeds, fruits, hay, etcetera
C9 Their bodies are covered by very soft fur of various colors
C10 There are white rabbits, black rabbits, grey and ginger rabbits, among
other colors
C11 After a male and a female rabbit mate

The initial marking of these clauses was very low compared to that of closing the
previous clause. Table 1 shows this difference between average punctuation in
contiguous pairs of clauses.

Table 1.  Difference between values in marking in contiguous pairs of clauses

Punctuation at the end of the clause Capital letter at the beginning of the clause
C6 = 51.7% C7 = 25.0%
C8 = 58.3% C9 = 25.0%
C10 = 31.7% C11 = 25.0%
 Elementary school children’s decisions about paragraph organization 267
  22 

Regarding clauses 6, 8 and 10 which precede the ones we are analyzing, we find that
C6 and C8 share the same ending of a list: etcetera. This word leads to a higher val-
ue of punctuation than the other list-ending among other colors (C10). Considering
the children’s success in delimiting the ending of the serial lists, we were surprised
at the low average of initial marking for the clauses which followed. It appears that
  22 
although lists are very strong indicators for delimiting the ending of clauses, they

Figure 6.  Percentage of clauses marked according to the type of beginning

Figure 7. Percentage of clauses marked according to the type of ending

do not always lead to a successful identification of the start of the next clause.

Figure 7. Percentage of clauses marked according to the type of ending

Figure 7.  Percentage of clauses marked according to the type of ending

268 Amira Dávalos and Mónica Alvarado

Both patterns described above led us to review the data according to the type
of beginning and ending of each one of the independent clauses, i.e. clauses that
express unique situations and clause packages. Figures 6 and 7 show the results of
this review.
It seems that out of the variety of phrases that express beginnings, those con-
taining an explicit subject (represented by a noun) were the strongest lexical aids
to identify points of initial marking. When it comes to endings, it was those phras-
es related to the ends of lists which led to the most punctuation marks.

3.2 Children’s use of punctuation inside clauses

As we mentioned before, clause packages can include semi-clauses. Out of the

sixteen clauses that we identified in the text, five have semi-clauses integrated by
serial units (C6, C8 and C10) and explanatory adjuncts (C2, C12-C12’).
C6 because they are rodents like hares, mice, squirrels, beavers, etcetera
C8 they feed on all types of leaves, seeds, fruits, hay, etcetera
C10 there are white rabbits, black rabbits, grey and ginger rabbits, among other
colors
C2 as they are a delicious meal for other animals, for example, the fox
C12 (C12’ included) baby rabbits are formed inside their mother´s body for a
month, until they are born

The use of the comma to separate serial units could be observed for every single
the participant. This means that no matter which grade the student belonged to,
every child could identify serial units in the lists provided in the text and delimit
them by using commas to separate them. When it came to text adjuncts, children
who marked these units used commas, semi-colons, or colons.
In order to compare the children’s success in introducing commas into serial
units with their success in putting commas in front of text adjuncts, we calculated
the percentage of marking per ‘mark-opportunity’, to remove any bias caused by
the serial units having more opportunities per clause (for example: four mark-
opportunities in C6 compared with two in C2).
As can be seen in Figure 8, while the children on average inserted less than
5.4% of the available commas in front of the explanatory adjuncts, they scored
58.9% with serial units. The resulting text from Saul (4th grade) is an example to
show how children tended to use commas related to serial units. A careful analysis
of Saul’s use of commas reveals a systematic application only to those serial units
that belong to the three different lists that appear in the text. The underlined lists
below highlight Saul’s punctuation:
  23 
Elementary school children’s decisions about paragraph organization 269

Figure 8.  Percentage of insertion of commas in clauses, according to the syntagmatic unit

(The) rabbits need to be very attentive to any sound as they are a delicious meal for other
animals for example the fox they move around by hopping with the powerful muscles of their
back legs they make long jumps to run away. (The) rabbits have long teeth because they are
rodents like hares, mice, squirrels, beavers, etcetera. they feed on vegetables by nibbling them
Figure 9. Saul’s
they feed (4ofth leaves,
on all types grade) modifications
seeds, to the
fruits, hay, etcetera. their altered
bodies aretext
covered by very soft
fur of various colors there are white rabbits, black rabbits, grey and ginger rabbits among other
colors after a male and a female rabbit mate baby rabbits are formed inside their mother’s body
(The)
for arabbits need
month until they to
are be very
born. (The)attentive
females havetoyoung
anyseveral
sound asa they
times aretheya have
year and delicious meal for
about six rabbits each time when the young grow up they do not leave the burrow that is why
animals forgrows
the colony example thetime.
bigger every fox they move around by hopping with the powerful musc
their back Saul’s
Figure 9.  legs (4th
theygrade)
makemodifications
long jumps to altered
to the run away.
text (The) rabbits have long teeth be
they are rodents like hares, mice, squirrels, beavers, etcetera. they feed on vegetab
Even though children introduced a high percentage of commas in-between
nibbling themthe
serial units, they feed on
amount all typeswas
of commas ofnot
leaves,
equallyseeds, fruits,within
distributed hay, etcetera.
the list. their bodi
Punctuation tended to decrease for the last element placed before the closing
covered by very soft fur of various colors there are white rabbits, black rabbits, gre
end-of-list (etcetera for clauses C6 and C8) and among other colors for C10. The
ginger
meanrabbits among
percentage other colors
introduction after for
of commas a male andthree
the first a female rabbit
elements in themate
list baby rabb
was 65.0%, 75.0%, and 57.2% for Clauses 6,8 and 10 respectively, whereas the per-
formed
centageinside
markingtheir mother’s
of the fourth andbody
final for a month
element until51.7%
was 51.7%, theyagain,
are and
born.
8.3%(The) females
for the
young same clauses.Text
several times a year adjuncts received
and they havevery little six
about punctuation. Thosetime
rabbits each who when
did the young
introduce marks in this type of unit did it in C2 to delimit the initial boundary of
up the
they do not leave
discursive the burrow
connector that is why the colony grows bigger every time.
for example.

Table 1. Difference between values in marking in contiguous pairs of clauses

Punctuation at the end of the Capital letter at the beginning of

270 Amira Dávalos and Mónica Alvarado

4. Final remarks

An important outcome of this study is the fact that when revising a text, it can
be assumed that in the initial stages of punctuation acquisition, there are lexical
marks that work as key words or phrases to facilitate the introduction of punctua-
tion at the beginning or the ending of a clause.
Some lexical marks are stronger than others. In this study the presence of the
combination article-noun was a strong clue for kids to identify initial limits; etcet-
era was the strongest hint when it came to endings.
Results from our revision task corroborate Ferreiro and Pontecorvo’s (1999)
data about how, in narratives, punctuation marks tend to appear within those ele-
ments that belong to a list of the same grammatical category (nouns, adjectives,
etc.). Our results show that this is also the case in expository writing.
It is remarkable how well children use the conventional mark of the comma
when it comes to delimiting serial units within a clause, particularly a list. The
non-conventional uses of punctuation (colon, semi-colon, comma, and full stop)
between and within clause packages indicate the fundamental complexity in the
rules governing when to use these marks. However, the presence of punctuation
marks, whether correctly applied or not, in every single text shows that children
rise to the challenge of analyzing written language and organizing it.

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Authors’ addresses
Amira Dávalos Mónica Alvarado
Secretaría de Educación del Estado de Universidad Autónoma de Querétaro, Mexico
Querétaro, Mexico Prol. Tecnológico 67 Col. La Piedad
Calle del Pozo, 13. Fracc. Villas del Sol Querétaro, Qro.
Tequisqiapan, Querétaro. México
México CP 76150
CP 76750
monicalvarado@yahoo.com
amiradavalos@yahoo.com.mx