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Teaching and assessment of academic writing: analysis of practices reported by French and Colombian professors

Abstract : The present study aimed to describe the conceptions of professors concerning teaching and assessment of academic writing. Ten professors of Psychology who working in two universities, one Colombian and one French, were interviewed on two subjects: ¿what are the recommendations that they communicate to their students when they have to write their written tasks?, and ¿what are they criterion used to assess the academic texts produced by their students? It was found that the participants declare to be involved in teaching and assessing of academic writing, mainly through a discursive perspective which aims particularly the teaching some specific norms of academic genres in Psychology. Also, some discrepancies between assessing and teaching practices are revealed, mainly concerning epistemic function of writing and the linguistic dimension; also, a few differences between the samples are found concerning methods to teaching.
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https://hal.archives-ouvertes.fr/hal-02078277
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Submitted on : Monday, March 25, 2019 - 11:02:26 AM
Last modification on : Friday, February 12, 2021 - 7:04:02 PM

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Dyanne Escorcia, Mayilín Moreno, Kiara Campo, Jorge Palacio. Teaching and assessment of academic writing: analysis of practices reported by French and Colombian professors. Zona próxima. Revista del Instituto de Estudios en Educación de la Universidad del Norte, 2014, pp.92-107. ⟨10.14482/zp.20.6007⟩. ⟨hal-02078277⟩

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