Escritura académica y desarrollo del potencial epistémico en estudiantes universitarios

Abstract

This article reports the findings of a research that caracterizas the texts written by Engineering students, during the planning, textualization, and revision stages. It also determines the changes in the texts after self-regulation strategies. It is an ethnographic research that used observation, questionnaire, semi-structured interview, and written materials for gathering the data. Content analysis was used for interpretating data. It was found that 4 students self-regulate their writing, none of them considers the audience when planning, most of the changes are at the microstructural level, and most of the students consider writing as product. It was concluded that the students have a limited knowledge of the cognitive operations involved in writing and that self-regulation strategies improve the quality of texts.