El proceso de escritura académica en la universidad españolapercepciones de estudiantes y profesores

  1. Marín Serrano, Javier
  2. López Serrano, Sonia
  3. Roca de Larios, Julio
Journal:
Culture and Education, Cultura y Educación

ISSN: 1135-6405,  1578-4118

Year of publication: 2015

Issue Title: Escribir en la universidad. La perspectiva de los protagonistas: estudiantes y profesores

Volume: 27

Issue: 3

Pages: 518-532

Type: Article

DOI: 10.1080/11356405.2015.1072360 DIALNET GOOGLE SCHOLAR

More publications in: Culture and Education, Cultura y Educación

Abstract

This paper is intended as an exploration of university faculty and students� perceptions of a number of dimensions involved in the written composition of academic texts. We analysed the responses to scale 3 in the European Writing Survey (EUWRIT) (in its Spanish version: Encuesta Europea sobre la Escritura Académica, EEEA) by a group of social science and humanities students (n = 1,030) and faculty (n = 230) from nine Spanish universities. We then examined the similarities and differences in their perceptions and established a factorial structure of the different dimensions underlying the writing process. The data indicate that both groups concur in the value assigned to both changing ideas in the course of the composition process (although this process seems to be understood differently by each group) and the revision and feedback processes. The students, however, claim to be involved in more planning and previous reading activities than the teachers perceive them to be. The significance of these results for a process-oriented perspective in academic writing is discussed

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Data source: Dialnet