Uses of language in scientific-academic homework: the case of style mistakes

Abstract

At university, it is implicitly considered that students have been trained in the appropriate reading and writing strategies. When they write, they should know the skills, but numerous investigations indicate that the abilities have not been learned and academic texts lack structure and communication (Tusón, 1991 Carlino 2013; Camps y Castelló 2013). According to this affirmation, this empirical research carried out as a case study made with students of the Degree in Primary Education (University of La Rioja) analyzes with a qualitative and descriptive study- the style uses that are used in the homework of the subject “Didáctica de la Lengua Castellana y su Literatura”. The body of work collected from academic works shows that many mistakes are used, this means that there is no adaptation to the communicative situation, planning is not carried out, and there is little knowledge of linguistic regulations, among other particularities. The extensive analysis made shows the models or writing experiences of the students, what are the characteristics of their works written in formal contexts, what causes explain why the use of linguistic abilities is unknown and what would be the solutions to improve in the academic field work