Writing practices in Spanish universities / Las prácticas escritas en la universidad española

Abstract

This article examines the different writing practices carried out in Spanish universities and the methodology used to promote and teach the development of writing competences. The data in this study pertain to nine Spanish universities, 280 teachers and 1,044 undergraduate students from these universities. The data also refer to student and faculty perceptions of the importance attached to the writing process, the amount of time spent on it and the dimensions or aspects of the competence they consider the most important. Furthermore, the article examines the writing practices proposed by the teachers as well as the ones identified by and assigned to the students. On some of the variables, the results suggest opposing perceptions between the two groups and at the same time highlight differences depending on the fields of knowledge. This sheds light on different ways to include the writing process in university education.