Resumo

ZANOTTO GONZALEZ, MERCEDES  e  GAETA GONZALEZ, MARTHA LETICIA. Conceptions of academic writing in university students. Zona prox. [online]. 2025, n.42, pp.4-25.  Epub 02-Jan-2025. ISSN 2145-9444.  https://doi.org/10.14482/zp.42.986.585.

The present study aimed to identify the conceptions of university students about different facets of academic writing (uses and functions of writing, representation of the task, planning and textualization, revision and correction) in its epistemic dimension (associated with the elaboration and situated structuring of ideas and learning from the written production) and reproductive (linked to the repetition of information in writing processes). Likewise, their variation according to gender, semester of studies, and academic performance was compared. 359 medical students from a Mexican university participated, who responded, voluntarily and anonymously, to the Conceptions of Academic Writing Instrument, which is the self-report type with a Likert scale design. The results in all the comparisons show high epistemic conceptions, while at the same time, they indicate reproductive ideas about the representation of the task at an intermediate level or close to it. Given this, students are unable to consolidate their epistemic perspective on writing. Furthermore, differences are detected in the reproductive conceptions of planning and textualization, depending on academic performance. It is concluded that the coexistence of both epistemic and reproductive conceptions in students has been corroborated. In addition to this, the importance of conducting research that deepens the knowledge of students' writing conceptions and thereby favors the design and implementation of educational strategies for the development of conceptions that promote the elaboration of ideas, the construction of learning through written production and the development of academic texts of adequate quality.

Palavras-chave : Writing; university students; academic achievement.

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