Cómo se escribe en ingeniería? estudio comparativo entre los ciclos básico y profesional

Abstract

The aim of the study is to analize the practices of academic writing that prevail on the engineering careers of the University of Los Andes. The testimonies of students from the basic and professional cycles are compared. The research is based on the theoretical contributions of academic literacy (Carlino, 2013) and the socio-cognitive approach of writing (Castello, 2002). It is framed within the qualitative paradigm, it is exploratory and involves 156 students. The results reveal that the development of discursive skills occupies a subsidiary place in the training of engineers. There are a few differences between those who begin their studies and those who culminate their careers, regarding the conceptions of the epistemic function of writing, its relation to the texts and written production practices in which they participate.