Writing in Higher Education

Authors

  • Maria Inês Corte Vitória Pontifícia Universidade Católica do Rio Grande do Sul. (PUCRS). Porto Alegre, Rio Grande do Sul
  • Maria Conceição Pillon Christofoli Pontifícia Universidade Católica do Rio Grande do Sul. (PUCRS). Porto Alegre, Rio Grande do Sul

DOI:

https://doi.org/10.5902/198464445865

Keywords:

Writing, Higher Education, teacher training.

Abstract

The following article presents results from a research developed in Higher Education, focusing on the writing in university contents. Academic testimonials show some resistance to the act of writing, which often distances the writer from the written process. In this way, the parcial analyzed results show that: assumption 1 - there is a rupture in the idea of coherence between what we think, what wewrite and what our interlocutor understands; assumption 2 - the act of self-correcting written texts is essential for the writing improvement; assumption 3 -the class diaries represent a rich instrument for the writing improvement in theHigher Education; assumption 4 - there is a need for the student to write indifferent writing types, even though the university fullfills its role emphasizingacademic writing; assumption 5 - the work with writing in Higher Education should emphasize the basic components of written expression: writing code and writing composition.

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Published

2013-02-04

How to Cite

Vitória, M. I. C., & Christofoli, M. C. P. (2013). Writing in Higher Education. Education, 38(1), 41–54. https://doi.org/10.5902/198464445865

Issue

educação, v. 38, n. 1, jan./abr. 2013

Section

Dossier: Writing in contexts

License

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We declare that all articles present in the journal Educação (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Educação (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

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