Hvordan skriver man egentlig en diskussion?
Om at afmystificere akademisk skrivning
DOI:
https://doi.org/10.7146/dut.v20i37.140647Abstract
Supporting and developing academic writing skills involves several challenges (see e.g. Wingate 2015; Greek & Jonsmoen, 2017; Russel 1997). Several researchers point out that one of the most important problems is that specific expectations for academic writing are rarely articulated. Academic writing is surrounded by a kind of mystery because "good writing" is not defined, but is simply referred to as if it is something everyone knows what it is (Lillis, 2001).
This article investigates how the students experience three specific activities that should strengthen academic writing competence, precisely through making the expectations for the assignments explicit. It turned out that instructions regarding academic writing and reading are generally experienced as a support, but especially the academic act of writing, which is about 'discussing', is still unclear to the students. We point out that the discussion in particular contains many agreed professional steps, and it would be advantageous if these professional steps were described concretely.
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