Doctoral Students' writing Regulation. The impact of the socially-shared revision in academic texts
Abstract
The study we conducteda imed at identifying these difficulties experienced by doctoral students when writing and analyzing wheew socially shared regulation helps students, to improve their texts. Particpants were six doctoral students revising collaborativelly (in dyads) three sucessive drafts of their disertations. Each pair of students' discourse (18 hours) and changes in textswere analysed (18 drafts).Results point out that the most frequent problems were related with conecting information. Detailed analysis of data revealed that in some cases communicative intentionality is not aligned with the discursive resources used by the students and revision strategies are only useful if students are able to appropiately define text problems. Educational implications are discused.
Citación recomendada | Recommended citation
Castelló, M., & y Ana Iñesta, D. G. (2010) . Doctoral Students' writing Regulation. The impact of the socially-shared revision in academic texts. Revista Española de Pedagogía, 68(247). https://www.revistadepedagogia.org/rep/vol68/iss247/10
Licencia Creative Commons | Creative Commons License
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
