Writing at university: Are we on the same page?

Mariona Corcelles, Àngels Oliva, Montserrat Castelló, Marta Milian

Research output: Contribution to journalArticleResearchpeer-review

9 Citations (Scopus)


© 2015 Fundacion Infancia y Aprendizaje. This study seeks to analyse the characteristics and functions that students and faculty attribute to written genres in Spanish universities, to what extent these representations are shared by both groups, and how they contribute to the construction of disciplinary knowledge in Spanish higher education. Accordingly, we classified students' and teachers' responses into 12 genre families grouped into five functions: Disciplinary Knowledge (DK), Critical Analysis (AC), Personal Reflection (PR), Research (R) and Professional Practice (PP). In terms of functions, demonstration of disciplinary knowledge appeared as the most frequently mentioned goal for both groups, whereas the genres targeted at research were the least frequent ones, along with the genres used for personal reflection. The most common genre family for both groups was Explanation, which was linked to demonstration of knowledge acquired in the discipline.
Original languageEnglish
Pages (from-to)534-568
JournalCultura y Educacion
Issue number3
Publication statusPublished - 1 Jan 2015


  • Academic genres
  • Academic writing
  • Higher education
  • Student and faculty perceptions
  • Writing in the disciplines


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