On Academic-Scientific Writing: The Essay from the Perspective of Postgraduate Students
DOI:
https://doi.org/10.21747/21833958/red15a6Keywords:
Academic-scientific writing, Essay, RepresentationAbstract
This article analyzes reading reports produced by students within the framework of a postgraduate course conducted as a workshop on academic literacies. The workshop problematized traditionally unquestioned boundaries in science, which, in scientific practice and writing, are marked by the exclusion of subjectivity, personal voice, and opinion, in favor of objectivity, impersonality, and truth. For the reading report, students were asked to compare the guidelines from a technical and scientific writing manual with one of three excerpts from essays written by three authors from different areas of knowledge. This comparison considered formal characteristics, including enunciative aspects. The study aimed to investigate students’ perceptions of scientific values, particularly the potential tensions between the manual’s standardizing guidelines and the essay as a genre, which, despite its presence in various fields of knowledge, does not adhere to certain imperatives that govern contemporary academic-scientific writing practices. The analysis and interpretation of 32 reports were conducted from a discursive perspective within applied linguistics. The results highlight students’ observations, particularly: (a) the absence of explicit theoretical support in the essays, which was evaluated in the reports as a deficiency in the essayists' argumentation; (b) the absence of bibliographic references in certain passages; and (c) the prominent presence of the authorial voice in the text, perceived as "freedom" of creation. These three observations reflect a dominant representation of academic-scientific writing among the students.
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Copyright (c) 2024 João Vitor Moreira, Manoel Luiz Gonçalves Corrêa
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