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The academic life of the superior level is presented to the students as a challenge, and to succeed
in that challenge depends to a large extent on knowing how to rebuild the knowledge through
active participation in reading, writing activities and thinking of this level of education. We are
convinced of the importance of recognizing the close relationship that exists between thought and
knowledge, that is through writing that we build that knowledge and we elaborate our identities.
All higher level academic activities involve an act of writing and written work is decisive when
approving or certifying an exam.

During the academic life, every student is forced to demonstrate their knowledge and attitudes by
presenting writings that reflect the competences achieved and their acquired knowledge. It is
necessary that students acquire the skills to produce scientific knowledge and disseminate it, since
the university is not only responsible for the production and transformation of knowledge but also
for their socialization so that they can have a lexicon and good writing as professionals. In that
sense, writing is essential to make effective the dissemination of knowledge regardless of their
discipline of origin. Hence the importance of its learning because it helps to structure thought,
rework concepts and transfer them.

The university classroom thus becomes one of the privileged areas for the development of writing
practices, thus promoting the academic and professional development of students of the third level
giving rise to people with knowledge that will help their training as a person and in the work area.
One of the ways to promote writing is to make known the name of it, in effect it is to give the
opportunity who writes to discover the value of transforming the knowledge that one has in a
discursive practice reflective and self-regulated Therefore, the development of the skills and
abilities to practice writing in university academic life should be a primary objective of any
program focused on stimulating continuity in the process of knowledge construction.

This is how Benvegnú, et al. (2001), for whom the general purpose with which you usually read
and write in the university they are linked to this construction. By this, the teaching function will
consist of in facilitating the interaction of students with the practices of the language of research
and the communication of knowledge. "Writing is a process of elaboration of ideas in addition to
a task writing language It is much more than a means of communication: it is an instrument of
learning "(Cassany, 2006: 18). In other words, it is very important to know how to write a writing
correctly, because it is not only writing for writing, but it is a learning tool that helps us improve
our academic culture and ethics; that is, we can give arguments without the need to plagiarize and
provide a series of false data or methods within a study.

In effect for higher level teachers the promotion of writing practices is a challenge, since university
students must transform in competent writers of academic genres corresponding to their
professional field, these depend on the area to which it corresponds careers like mechanical,
medicine, administration, companies, languages, etc. Through the effective production of certain
types of speeches specific.

This intellectual activity, of order superior, requires the student to renew, revise, investigate,
innovate and adapt your cognitive schemes continuously. It is in the mediation between
disciplinary knowledge specific, the putting into text of that knowledge and the possibility of
enriching thought where the teaching intervention becomes relevant. It is a place where the
teaching of the teachers towards the students is reflected.

At present the Academic Writing is not applied by most of the students due to the lack of
information and ethics of the students resulting in a lack of honesty, not respecting the creation of
the author and many times duplicating the content of their creation. Therefore, we have the process
of academic writing which consists of a series of steps as a first step, the previous investigation of
a subjection of the subject, the gathering of information and the organization of the scheme. The
second step is the writing of the text, a draft, the revision of the draft, and the writing of the first
version and finally the edition of the final version.

Through this process we will have as a result that the ideas of our content do not deviate since
Each paragraph must be related to the objective and prevent us from leaving the topic or our
arguments. However, the main objective of Academic Writing is to structure, coordinate, and
organize our arguments. Improve academic ethics, avoiding plagiarism as much as possible and
knowing how to cite sources of research and thus respect copyright.

However, the tasks are a fundamental element in the development of the curriculum, but they are
also in the evaluation of the competencies and capabilities that students acquire through that same
Tasks define the space for development, they are the opportunity that educators provide to your
students to live the experiences that will allow you acquire the basic skills; therefore, its difficulty
must be enough to transform in a challenge but not so high that it means an obstacle.

In the university field, writing emphasizes its heuristic character by enabling objectification,
appropriation and production of knowledge. However, I know commonly used only for the
transmission of knowledge and not to deepen the learning, that is to say this information is not
deepened with the students taking into account that the academic writing is very important when
carrying out research works, thesis and other types of works, one reason for this lack of information
may be the ignorance of the function of the deed manifested by the model of transforming

The data collected shows the difference both in practice and notions that university professors
have. Whereas in some cases it is believed that students should acquire writing skills before
university, in some other cases concern is manifested for the low writing skills but there is no clear
notion as to how to contribute to its improvement. Furthermore, some professors fail to perceive
the epistemic possibilities of writing while others believe writing generates and transforms

Finally, this work brings a closer look to the studies that are being done on the subject of the
promotion of academic writing. From the results exposed, research could be generated that nurture
the theoretical and practical field of new knowledge to address the object of study from other
perspectives, and thus encourage the reflection of institutions and professors for the presentation
of actions that encourage the development of written communication in students as a tool for
construction and transformation of your own thinking. Besides, this research encourages further
reflection from both professors and institutions on the teaching and the development of written
communication skills in students so to build and transform their own thought. It is necessary to
recognize that this work investigated the processes regulation of academic writing focusing mainly
on the processes of how to use academic writing in the university, to obtain results that help the
students to have a professional and cultural formation.