Abstract

The National University Literacy courses aim to enhance the writing, lecture, and communications skills in those students with shortage difficulties in these areas. This qualitative investigation examined the need to explore the affections of academic learning by focusing on the social-affective dimension of its students. Syllabus were documentary analyzed and semi-structured interviews were conducted for students and tutors as well. Afterwards grounded theory was employed to identify multiple categories, displaying outline results of how the socio-affective aspects operate. It is not specifically observed the student’s emotional dimension in the writing exercise methodology in the teachers’ syllabus. Additionally, through data saturation, some emotions were found in students including stress and frustration regarding writing exercise in every single of its stages.

Keywords:
Academic writing; socio-affectiveness; undergraduate studies; stress; frustration; placement