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dc.contributor.author Navarro, F
dc.contributor.author Montes, S
dc.date.accessioned 2024-01-17T15:54:07Z
dc.date.available 2024-01-17T15:54:07Z
dc.date.issued 2021
dc.identifier.uri https://repositorio.uoh.cl/handle/611/366
dc.description.abstract Situated conceptions about literacy influence attitudes and processes involved in higher ed- ucation writing; understanding conceptions better can inform effective academic literacy initiatives. However, contrasting studies of students' conceptions in different disciplinary domains are still uncommon. This study aims to qualitatively and quantitatively analyze the conceptions and experiences of 180 graduates from six disciplinary areas of a public, met-ropolitan and highly selective university in Chile. Results show that university students are required to write sophisticated, situated and challenging genres that are central for academ-ic attainment, and that students have complex conceptions of writing as a rhetorical activ-ity, but also as an overly schooling and individual activity lacking explicit instruction. These results reinforce the need-and the opportunity-to promote writing teaching initiatives across the curriculum and across educational stages.
dc.relation.uri http://dx.doi.org/10.7764/onomazein.54.05
dc.subject writing conceptions
dc.subject academic writing
dc.subject writing teaching
dc.subject writing skills
dc.subject higher education
dc.title Challenges in academic writing: conceptions and experiences of graduate students from six disciplinary fields
dc.type Artículo
uoh.revista ONOMAZEIN
dc.identifier.doi 10.7764/onomazein.54.05
dc.citation.issue 54
uoh.indizacion Web of Science


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