| Title |
Keys to a successful writing program: a qualitative study |
| Authors |
Lara-de Haro, Mayte , PLAZA SANCHEZ, JUAN FRANCISCO, BENÍTEZ BAENA, ISABEL |
| External publication |
No |
| Means |
Tejuelo |
| Scope |
Article |
| Nature |
Científica |
| SJR Quartile |
1 |
| Web |
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159038890&doi=10.17398%2f1988-8430.37.161&partnerID=40&md5=b117fc388ad1b05aece447f3838a98d0 |
| Publication date |
01/03/2023 |
| ISI |
000961056700006 |
| Scopus Id |
2-s2.0-85159038890 |
| DOI |
10.17398/1988-8430.37.161 |
| Abstract |
Teaching academic writing has been a concern in universities all over the United States for more than 50 years. The Spanish higher education system, however, has addressed this question more recently and there are still no institutionalized writing programs in Spain. This paper aims to define good writing and to describe the key elements needed for the creation of a writing program in order to promote writing at Spanish universities. To do that, a qualitative methodology was followed, specifically the method of cognitive interviews, with the aim to learn from experiences of 26 US experts. An ad hoc protocol was designed to ask experts about all the relevant elements when designing a writing program and to understand the arguments supporting their responses. Interviews were analyzed using the Q-notes software where the participants\' responses were compared and connected. Results showed that there is not a fixed definition of good writing as it is rhetorical and contextual. Moreover, experts emphasized the importance of understanding the institutional context when designing a writing program. Findings were grouped according to the different steps of the creation of the program and were reflected in a flowchart. Challenges and the main resources are discussed. |
| Keywords |
writing program; higher education; expertise; qualitative analysis; cognitive interview methodology |
| Universidad Loyola members |
|
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