Academic Writing in Higher Education: Practices, Tensions, and Challenges in Distance Learning Contexts
DOI:
https://doi.org/10.47847/Keywords:
Academic literacy, academic writing, higher education, pedagogy, curriculumAbstract
This article analyzes academic writing practices in higher education, particularly in distance learning contexts, with the aim of understanding the tensions between institutional guidelines, teaching practices, and student experiences. Methodologically, the study is framed within a qualitative paradigm with an interpretative approach, supported by document analysis and data collection through surveys and categorical matrices. The results show that writing is predominantly conceived as an evaluative tool rather than as an epistemic practice that fosters knowledge construction. Additionally, weaknesses are identified in the curricular articulation of writing and in the shared responsibility for its teaching. It is concluded that there is a need to move towards integrative approaches such as Writing Across the Curriculum and Writing in the Disciplines, which allow for the re-signification of writing as a formative, critical, and situated practice.
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References
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