THE QUALITY OF STUDENTS’ ACADEMIC WRITING AND THE EFFECTIVENESS OF SUPERVISORY SUPPORT

Agosto Tome, Sabino da Costa Gusmão Borges, Marciano da Silva Soares, Meliana Yanti Mali, Carlos Soares, jorge Belo, Fredelino Mario Soares

Abstract


This study analyzes students' academic writing abilities and the role of supervisors in guiding scholarly work at the tertiary level. Employing a qualitative descriptive approach, data were collected from 12 lecturers selected through purposive sampling. Findings indicate that institutional writing guidelines are essential for ensuring structural consistency and overall writing quality. Students' methodological competence varies significantly, particularly in problem formulation, method selection, and reference utilization. Supervisory support through iterative feedback, focused discussions, and systematic guidance demonstrably enhances students' academic writing development. Nevertheless, students continue to face challenges related to academic literacy, low self-efficacy, and inadequate reference management skills. Supervisors' methodological and pedagogical competence likewise emerges as a decisive factor in supervision effectiveness. The study concludes that academic writing quality is shaped by institutional guidelines, methodological competence, supervisory effectiveness, and academic literacy. Strengthening institutional frameworks, conducting academic literacy training, and enhancing supervisory competence are recommended to elevate academic writing standards in higher education 

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References


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