Students' task representations are essential to understanding how they tackle writing tasks. The aim of this study was to explore a variable which may influence this representation: conceptions of writing. Different approaches have established two ways of conceiving writing: one which is more reproductive, the other more epistemic. In this study, secondary and university students' conceptions about several facets of writing were explored through a questionnaire. The results suggest that, although university students have a more sophisticated and complex conception of writing than secondary students, neither group has a fully epistemic conception. Furthermore, differences were found among the ways of conceiving the different aspects examined, especially in the secondary students group.

No abstract

No abstract

No abstract