Abstract

This study sought to characterize how teachers perceive the learning process of academic writing according to their disciplinary area. The methodology used is qualitative through a case study that surveyed ten professors from different disciplines at a university in the Chilean city of Concepción. A semi-structured interview is applied to conduct a content analysis with the support of the Nvivo version 12 software. The results show that there are differences in the teaching of writing according to disciplinary area. However, there are also similarities between the shortcomings detected in students and the professors' expectations about writing. The professors surveyed concur that various aspects of student writings are deficient, including the discursivesemantic and the composition process. It is concluded that such deficiencies are observed in different disciplines, suggesting that they constitute a transversal issue in higher education. © (2023), (Centro de Informacion Tecnologica). All Rights Reserved.