Challenges in Teaching Scientific Writing: A Necessary Reflection

Abstract

This paper examines the main challenges facing the teaching of academic writing, particularly at the higher education level. It argues that academic writing involves not only writing correctly, but also generating and communicating knowledge in accordance with the academic and ethical standards established by best research practices. Among the main difficulties identified are the lack of systematic training in scientific writing, unfamiliarity with academic structures and citation styles, as well as the limited importance given to the role of elements such as titles, abstracts, and keywords. Furthermore, it emphasizes that teaching scientific writing requires clear objectives and comprehensive training that combines grammatical, methodological, and conceptual skills. Drawing on theoretical contributions such as those of Daniel Cassany, the text underscores that while a great deal is written in universities, little is taught about writing in a reflective manner oriented toward knowledge production. Finally, it highlights the need to create training opportunities and institutional strategies that strengthen the capacities of students and faculty for scientific production.