Escrita acadêmica de pesquisadores aprendizes no CIC-UFCG: constatações e reflexões.

Abstract

The process of writing academic genres is a crucial component for higher education. However, this process is commonly considered by the students as complicated, difficult, and incomprehensible, for, generally, it contrasts with writing practices from school. Therefore, many characterizing dimensions of the academic writing, in different fields, still unclear during the whole graduation course. This unclearness contributes to a tacit character of the conventions behind the writing in academic environments. From this setting, this article aims to offer a wider visibility to the complex scenery of specialized writing acquisition by undergraduate students who participate on research programs as researcher apprentices. For this purpose, abstracts were analyzed. They were written in Portuguese and published by CIC-UFCG (Congress of Scientific Beginning of the Federal University of Campina Grande). We searched for evidences of the acquisition of academic-scientific writing by the individuals who wrote them. The results point an existence of different levels of writing development, indicted, mainly, by the capacity that the individuals presented in managing their writing, inserting themselves in the speech by the assumption to the researcher’s voice.