Abstract

The aim of this article is to describe the experiences of students in an inclusive access program with students’ genres in three selective Chilean universities. Using a qualitative design, a survey was administered, and 30 interviews were conducted with participants. The data were analyzed through thematic coding and methodological reliability and integrity protocols. The results show that the most commonly required genres are tests, quizzes, and exams, rather than more complex texts. Students exhibit limited metalinguistic awareness when referring to the writing specific to their academic fields, report a high perception of writing deficiency as they point out challenges inherent to the process of university enculturation, and find it difficult to adapt to their professors’ expectations. © 2025, Universidade Federal de Minas Gerais, Faculdade de Letras. All rights reserved.