Dialogic approaches to writing: student perspectives on two Argentinian doctoral initiatives

ÁLVAREZ, GUADALUPE; COLOMBO, LAURA

Teaching in Higher Education

Routledge

Año: 2023 vol. 28 p. 2121 - 2134

1356-2517

This study explores student perspectives about the challenges andaffordances of participating in two dialogic teaching initiatives(writing group and writing workshop) implemented in Argentinato improve doctoral students? academic writing. It seeks tounderstand if these pedagogical initiatives can open, widen, anddeepen dialogic spaces that, in turn, can help advance thedissertation writing process. Data analysis yielded two categoriesas the most relevant to the initiatives? dialogic aspect: draftexchange and participants? disciplinary backgrounds. Exchangingdrafts and interdisciplinary background of the participants seemto be major conditions to open spaces of dialogue, wheremembers encounter new voices and viewpoints that cancontribute to improve the drafts. Both categories are alsoassociated with negative feelings, which seem to be attenuatedas participants become increasingly involved in the dialogicspaces inaugurated by these pedagogical initiatives.