Abstract

GUTIERREZ-RIOS, MIRTA YOLIMA  and  MOYA PARDO, CONSTANZA. The challenge of academic-scientific writing in doctoral students: exploratory study of a diagnostic evaluation. Zona prox. [online]. 2024, n.40, pp.66-91.  Epub May 01, 2024. ISSN 2145-9444.  https://doi.org/10.14482/zp.40.345.951.

This article presents the results of an exploratory study focused on investigating the characteristics of the academic-scientific writing in doctoral students. This way of characterizing writing seeks to think with professionals who are pursuing postgraduate courses about alternatives for participation in writing practices and communities that expand their opportunities for interaction and enhance their enunciative identity. Undoubtedly, cultivating the quality of authorship and exhibiting it before the scientific community means striving to let the authorial voice be heard during the concert of voices that have legitimized their presence with canonical approaches and perspectives. The study sample, chosen by convenience, was made up of 74 doctoral students in Education and Society, at La Salle University in Bogotá, Colombia, based who responded to an online survey and later, 9 of them voluntarily participated in the analysis of the results through three focus groups. The findings, derived from the crossover between the survey and the focus groups, allow us to affirm that the decision-making processes regarding writing and regulation strategies, conceptions and self-efficacy for writing show doubts, contradictions and hesitations that put in tension their conceptions, practices and competencies regarding writing. These results show the need of initiatives that provide scaffolding in the challenge of listening to the authorial voice and strengthening the enunciative identity proper to the training process and the disciplinary field of the doctoral students.

Keywords : Expert discursive genres; academic writing practices; authorial voice; evaluation; doctoral studies; education.

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