Abstract
This article presents the methodology and results of a study on writing within the discipline and academic literacy, completed in 2016 at Universidad Escuela de Administración y Negocios, in Bogota, Colombia. The study's strategy consisted of working with seven defined subjects, in order to add a component of critical reading and argumentative writing. Activities were designed for each subject and data were compiled through an analysis of the documents produced, interviews with participating teachers, and focus groups with students. The results show contradictory conceptions of writing, in addition to findings regarding the educational or professional use of certain textual genres and teachers' considerations of the specific genres of their academic disciplines.
| Original language | Spanish |
|---|---|
| Pages (from-to) | 95-124 |
| Number of pages | 30 |
| Journal | Revista Mexicana de Investigacion Educativa |
| Volume | 23 |
| Issue number | 76 |
| State | Published - 01 Jan 2018 |
