Writing strategies in the production of expository dissemination articles in university students

Abstract

Academic writing fulfills an epistemic function as it transforms knowledge, creates ideas and becomes a tool for new and significant learning.   However, academic writing is very challenging for university students. Therefore, this study aims to determine how writing strategies affect students at a university in Lima, Peru who produce expository dissemination articles. This research used a quantitative approach, an applied study and an experimental design with quasi-experimental characteristics. The sample consisted of 56 second-semester students, 26 of whom belonged to the control group and 30 to the experimental group. The instrument and the programme of 14 learning sessions were applied in the Zoom virtual classroom through synchronous and asynchronous classes. The results showed a value of U= (Z = -5.262 <-1.96) and (p = 0.00 < 0.05)   which demonstrates that the programme applied in virtual environments had a significant effect on the experimental group. The four writing processes of planning, textualization, revision and editing are integrated into academic research in the educational field. This program’s aim is to   improve and strengthen university students writing skills.