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dc.contributor.advisorRomán Pérez, Rosa I.
dc.contributor.authorSoto González, Glory J.
dc.date.accessioned2018-01-26T17:58:22Z
dc.date.available2018-01-26T17:58:22Z
dc.date.issued2016
dc.identifier.urihttps://hdl.handle.net/20.500.11801/181
dc.description.abstractThis qualitative study explores academic writing (AW) at the master’s level focusing on the perceptions of graduate students and professors. A grounded theory approach was used with the purpose of developing a base that would allow following up on the findings of this research. The participants of this study were 1st semester graduate students, 3rd semester graduate students or more, and professors who taught graduate course and/or belonged to graduate students committees. These participants represented a sample of graduate students and professors of the Masters of Arts in English Education (MAEE) from the English Department at the University of Puerto Rico, Mayaguez Campus (UPRM). Audiotaped interviews were conducted with each population according to their academic preparation. These interviews revealed experiences and perceptions regarding academic writing in order to explore how these may or may not comply with the expectations of a graduate level program and these were aligned among graduate students and professors. Academic writing samples were administered to graduate students and their task was to identify them accordingly. This served as a diagnostic assessment to discover if graduate students were familiar with the academic writing they might encounter at the graduate level. Findings revealed themes and categories such as overlapping perceptions, expectations, awareness, improvements, AW definitions, and concerns regarding AW on behalf graduate students and professors of the MAEE. Through these themes and categories, insights on AW perceptions were voiced. The outcome of this study is to assess the current needs of graduate students concerning academic writing and to serve as the foundations for future research including quantitative studies with a larger population which could lead towards recommendations for the improvement of academic writing at the graduate level through the development of courses and/or workshops addressing academic writing.
dc.description.abstractEste estudio cualitativo investiga la escritura académica a nivel de maestría explorando la percepción de estudiantes graduados y profesores. Un enfoque de teoría fundamentada fue utilizado con el propósito de desarrollar una base que permita darle seguimiento a los resultados de este estudio. Los participantes fueron estudiantes graduados cursando su primer o tercer semestre en adelante de maestría y profesores que enseñen cursos graduados y/o pertenezcan a comités de estudiantes graduados. Estos participantes representan una muestra de estudiantes graduados y profesores de la Maestría en Educación en Ingles (MAEE). Se llevaron a cabo entrevistas (grabadas digitalmente) y la población fue clasificada de acuerdo a su preparación académica. Estas entrevistas revelaron experiencias y percepciones acerca de la escritura académica para así explorar como estas cumplen o no cumplen con las expectativas de un programa académico a nivel graduado y para alinear estas percepciones entre estudiantes graduados y profesores. Muestras de escrituras académicas fueron presentadas a estudiantes graduados con el fin de identificarlos correctamente. El propósito de este avaluó (diagnóstico) era descubrir si los estudiantes graduados estaban familiarizados con la escritura académica que podrían encontrar a nivel graduado. Los resultados revelaron temas y categorías tales como expectativas, conciencia, mejoramientos, definiciones de escritura académica, preocupaciones y áreas en que coincidían ambas poblaciones (estudiantes graduados y profesores). A través de estos temas y categorías, percepciones acerca de la escritura académica fueron articuladas. Los resultados de este estudio identifican las percepciones actuales de estudiantes graduados en cuanto a su escritura académica y sirven como base para investigaciones futuras incluyendo estudios cuantitativos con una mayor población el cual pueda dar paso para recomendaciones a cómo mejorar la escritura académica a nivel graduado través de la creación de cursos y/o talleres que atiendan esta necesidad.
dc.language.isoenen_US
dc.subjectAcademic writingen_US
dc.subjectGraduate programsen_US
dc.subjectGraduate studentsen_US
dc.subject.lcshAcademic writing--Study and teaching.en_US
dc.titleExploring academic writing at the master’s level: Perceptions of graduate students and professorsen_US
dc.typeThesisen_US
dc.rights.licenseAll rights reserveden_US
dc.rights.holder(c) 2016 Glory J. Soto Gonzálezen_US
dc.contributor.committeeIrizarry Rodríguez, José M.
dc.contributor.committeeDelgado Acosta, Bernadette M.
dc.contributor.committeeRivera Rodríguez, Rosita L.
dc.contributor.representativeBoglio Martínez, Rafael A.
thesis.degree.levelM.A.E.E.en_US
thesis.degree.disciplineEnglish Educationen_US
dc.contributor.collegeCollege of Arts and Sciences - Artsen_US
dc.contributor.departmentDepartment of Englishen_US
dc.description.graduationSemesterFallen_US
dc.description.graduationYear2016en_US


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