Academic writing in engineering programs: students and teachers assessment

Abstract

This article contributes to clarify students and teachers perceptions from two engineering programs on writing practices in the classroom, feedback, and assessment of writing competences in the disciplines. The "European Writing Survey (Euwrit)" was adapted and applied to a sample of 86 students and 15 of their professors. It is important to note that students and teachers agree on the need for greater feedback of written texts and, faced with academic writing skills relevant to teachers, students say they feel insecure about their domain.