University writing

Authors

  • Miguel Zabalza Beraza Universidade de Santiago de Compostela

DOI:

https://doi.org/10.5902/198464446251

Keywords:

Higher Education, academic writing, writing skill, teacher’s journals, research and documentation in academic contexts.

Abstract

Writing in the University is a basic necessity and a long-range educational purpose. One of the basic characteristics of the university context is that it requires writing both as a tool of communication and as a source of intellectual stimulation. After establishing the basic features of academic writing, this article analyzes the role of writing for students (writing to learn) and for teachers (write to plan, to reflect, to document what has been done). The article also discusses the contributions of writing for both students and teachers together: writing to investigate. Finally, going beyond what writing is as academic tool, we conclude with a more playful and creative position: writing for pleasure and enjoyment.

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Published

2013-02-04

How to Cite

Beraza, M. Z. (2013). University writing. Education, 38(1), 15–39. https://doi.org/10.5902/198464446251

Issue

educação, v. 38, n. 1, jan./abr. 2013

Section

Dossier: Writing in contexts

License

Declaration of originality

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.

We also acknowledge that the originals’ submission to Educação (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).


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This work is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0)