چکیده:
This article is derived from a research project regarding academic writing in one of Iran's higher education institutions. This research was conducted using the grounded theory method and examined the group activities of graduate students at this institution, as well as the importance their professors attach to such activities. Qualitative data were collected through interviews with 19 professors and graduate students. Then, the interview transcripts were transcribed and coded, and analyzed using QSR.NUDIS software. In total, 108 codes were obtained from the data. In this article, only the 7 main codes related to the academic writing of the studied graduate students are addressed. Results of this research indicate that sufficient importance is not given to academic writing in the studied institution. Many professors at the graduate level do not give writing assignments to their students, and the meager amount of academic writing by students is also less subject to review and criticism by professors. As a result, graduate students do not receive much feedback from their professors to adequately learn the epistemological perspectives and rhetorical features of their field. However, in some natural science and technical disciplines, students and their professors send joint articles for publication to scientific journals [often foreign], and the reviewers' comments in these journals largely compensate for the lack of review of students' writings by their professors.
خلاصه ماشینی:
This research was conducted using the grounded theory method and has examined the group activities of graduate students at this institution, as well as the importance that their professors assign to such activities.
In the present research, the activities and perceptions of faculty members and students in one of the universities in Iran have been examined within the framework of academic literacies (Lea & Street, 1998).
This is where the importance of studying perceptions and beliefs in academic writing becomes clearer, because the university, which should be a place of creativity and flourishing, can turn into a closed environment where creativity is not allowed for the student, and they are forced to blindly follow professors.
In this research, academic writing in one of the universities in Iran was examined, taking into account the views of professors and Master's and PhD students, and the difference between academic writing in Persian and English was not addressed, because the discussion in this regard will belong to a broader category.
However, it seems that the way of writing a thesis in the natural sciences and engineering groups has more alignment with social learning theories (Lave & Wenger, 1990; Wenger, 1998), because in this method, the student engages in research from the very beginning and publishes articles.
For example, the issue of reviewing and critiquing students' writings, according to past research (Caffarella & Barnett, 2000), is considered the most important factor in learning academic writing, while only a few professors pay sufficient attention to this importance.
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