Introduction section Conclusion section

Audiences

Researchers in HE writing

Those scholars conceive writing

as a sharp phenomenon

involved in transforming and

meaning-making of the reality.

Topics of “conversation”

The importance of researching assumptions (expectations?) of university teachers and students and its impacts in teaching practices, especially in the writing assignments

Audiences University directives

Faculty members Researchers in HE

Topics of “conversation” Methodological issues are brought to the fore

Authors

Authors

Strategies

Indirect quotations without overt

reference to authors, theories or dates of

publication (illustration below)

Strategies

-Direct quotations (Carlino quoted Bogel and Hjortshop and Bojacá) of theoretical frameworks to point out the claim -Indirect quotation without a specific author but claiming that reading and writing is important in disciplines. - Indirect quotation using italic to make reference to a conceptual framework - A explicit and direct quotation are used to define how the authors conceive "conception" in teaching practices

Theoretical frameworks

University teachers' assumptions (expectations?) upon writing affect writing assignments; and, writing assignments involved cognitive

and discursive challenges

Deferred responses “pursued”

Further research University teachers should change their teaching practices

Theoretical frameworks

- Adequate feedback affects positively the student writing - Conducting research projects involving analyzing teaching practices is difficult because it creates resistance in the professors. - an evidence of the student growth as writer might appear in textual qualities that the text actually deploys and the textual qualities that the student is able to declare as important features in her/his writing

when s/he talk about it.- In upper division, students seem to be more aware of their own qualities as writers as well as their teachers’ expectations - recognizing superestructural

a text is part of features (formats) inbecoming a writer in HE - epistemology Writing is an tool in HE

Deferred responses “pursued” -More scientific writing and scholar and institutional movements in teaching disciplinary writing -Problematize the pedagogical project of this institution in which has been published to, among other issues, advocating in developing argumentative writing through the curriculum -The current composition curriculum of the Institution is adequate in the first years, but what is achieved in those courses seem to be vanished in the actual disciplinary curriculum. - Including more reading and writing in the disciplinary subjects - Including in teaching writing the use of written prompts for writing assignments - Changing teaching practices: more writing in the courses/using textual formats as part of what is demanded and assessed in the students’ texts - Faculty members should be more consistent between what they say, what they expect, and what they do in their teaching practices - Researching on actual expectations of the disciplinary faculty, given the problematic context in which they are proposing the writing assignments.