Mastery of the academic writing process in university students

Abstract

Academic writing at the university level stands as one of the fundamental tools for conveying knowledge, thoughts, ideas, results, alternative solutions, etc., stemming from rigorous research, analysis, organization, and reflection within specialized thematic fields. Throughout their professional development, the student generates various types of academic texts, underscoring the importance of their accurate construction in terms of coherence, cohesion, and appropriateness to effectively convey the author's communicative intent. The objective of the article was to disseminate an analysis of the theoretical foundations related to the four stages of the academic writing process in university students. The research methodology employed involved a comprehensive review of literature pertaining to the four stages of academic review: planning, text production, revision, and editing, fundamental in producing coherent, clear, cohesive, and field-appropriate texts. Scientific articles from databases such as Scielo, Scopus, ERIC, and EBSCO were compiled for the study. Findings were associated with identifying the primary contributions to the cognitive approach of the writing process and systematizing the logical sequence of the writing process. It was concluded that there is a necessity to raise awareness within the university community about the application of planning, text production, revision, and editing stages to enhance the production of academic texts; therefore, the attention of authorities, professors, and students is required to foster high-quality academic production.