Abstract
The study we conducted aimed at identifying these difficulties experienced by doctoral students when writing and analyzing whether socially shared regulation helps students to improve their texts. Participants were six doctoral students revising collaboratively (in dyads) three successive drafts of their dissertations. Each pair of students' discourse (18 hours) and changes in texts were analysed (18 drafts). Results point out that the most frequent problems were related with connecting 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 appropriately define text problems. Educational implications are discussed.
| Translated title of the contribution | Doctoral students' writing regulation: The impact of socially-shared revision in academic texts |
|---|---|
| Original language | Spanish |
| Pages (from-to) | 521-537 |
| Number of pages | 17 |
| Journal | Revista Espanola de Pedagogia |
| Volume | 68 |
| Issue number | 247 |
| Publication status | Published - Sept 2010 |