But what do I know? The movement of learning in academic writing from discursive textual analysis

Abstract

The first steps in a new activity always bring mixed feelings. Fear, anxiety, expectation. It is not different from academic activities. When students start undergraduate and graduate courses, all disciplines and activities are new to their behavioral repertoire. This paper introduces the author’s view as a teacher in the field of teaching and as a researcher in the qualitative research paradigm, related to how challenging learning an analytical methodology can be. This paper has two main objectives, i. e., it aims at introducing the methodology of practices with the Discursive Textual Analysis (DTA) that the author applies to teach it to her students and at exposing the author’s reflections on the importance of enabling students to have contact with structured analytical methodologies since the beginning of their undergraduate courses.

Keywords: Discursive Textual Analysis (DTA); Writing; Learning.