ACADEMIC WRITING AND THE
COGNITIVE TASKS PRIOR TO THE
CONSTRUCTION OF SCIENTIFIC TEXTS
LA ESCRITURA ACADÉMICA Y LAS TAREAS
COGNITIVAS PREVIAS A LA ELABORACIÓN DE
TEXTOS CIENTÍFICOS
Mtro. Higor Rodríguez Vite
Universidad Autónoma del Estado de Hidalgo, México
Dra. Dulce María Melgoza Mendoza
Universidad Autónoma del Estado de Hidalgo, México
pág. 12637
DOI: https://doi.org/10.37811/cl_rcm.v10i1.23011
Academic Writing and the Cognitive Tasks Prior to the Construction of
Scientific Texts
Mtro. Higor Rodríguez Vite1
higor_rodriguez6079@uaeh.edu.mx
https://orcid.org/0009-0003-1367-2439
Universidad Autónoma del Estado de Hidalgo
México
Dra. Dulce María Melgoza Mendoza
dulce_melgoza@uaeh.edu.mx
https://orcid.org/0000-0003-1229-8046
Universidad Autónoma del Estado de Hidalgo
México
ABSTRACT
Academic writing is a fundamental element in the education of university students, as it allows them to
communicate knowledge clearly, precisely, and with sound reasoning. Unlike other types of writing, it
demands conceptual rigor, logical coherence, and the use of reliable sources to support arguments.
Furthermore, it fosters the development of critical thinking, as it involves analyzing information,
comparing theoretical positions, synthesizing ideas, and constructing original arguments with ethical
and intellectual responsibility. Learning academic writing is a gradual process, since many students
have not been previously prepared to generate knowledge through argumentation and analysis.
Therefore, it is necessary to train students not only in grammatical correctness but also in the
construction of rigorous discourses that meet the standards of the academic community. Among the
main characteristics of academic writing is intertextuality, understood as the relationship between
different texts. From this perspective, no text is entirely original; rather, it is constructed through
dialogue with previous ideas by means of citations and references. Furthermore, academic writing
requires coherence, cohesion, and methodological rigor to adequately organize and support arguments.
The text also highlights the importance of pre-writing cognitive tasks, which allow for the analysis,
comparison, synthesis, and organization of information before drafting. These skills strengthen critical
thinking, improve the quality of texts, and facilitate the development of academic research. They also
contribute to the development of professional competencies such as decision-making, problem-solving,
and argumentation. In conclusion, promoting academic writing in higher education is essential for
training professionals capable of generating knowledge and communicating ideas effectively, thereby
strengthening meaningful learning and the competencies necessary in both academic and professional
settings.
Keywords: academic writing, academic community, training professionals, competencies, writing
cognitive
1 Autor principal
Correspondencia: higor_rodriguez6079@uaeh.edu.mx
DOI: https://doi.org/10.37811/cl_rcm.v10i1.23011
Academic Writing and the Cognitive Tasks Prior to the Construction of
Scientific Texts
Mtro. Higor Rodríguez Vite1
higor_rodriguez6079@uaeh.edu.mx
https://orcid.org/0009-0003-1367-2439
Universidad Autónoma del Estado de Hidalgo
México
Dra. Dulce María Melgoza Mendoza
dulce_melgoza@uaeh.edu.mx
https://orcid.org/0000-0003-1229-8046
Universidad Autónoma del Estado de Hidalgo
México
ABSTRACT
Academic writing is a fundamental element in the education of university students, as it allows them to
communicate knowledge clearly, precisely, and with sound reasoning. Unlike other types of writing, it
demands conceptual rigor, logical coherence, and the use of reliable sources to support arguments.
Furthermore, it fosters the development of critical thinking, as it involves analyzing information,
comparing theoretical positions, synthesizing ideas, and constructing original arguments with ethical
and intellectual responsibility. Learning academic writing is a gradual process, since many students
have not been previously prepared to generate knowledge through argumentation and analysis.
Therefore, it is necessary to train students not only in grammatical correctness but also in the
construction of rigorous discourses that meet the standards of the academic community. Among the
main characteristics of academic writing is intertextuality, understood as the relationship between
different texts. From this perspective, no text is entirely original; rather, it is constructed through
dialogue with previous ideas by means of citations and references. Furthermore, academic writing
requires coherence, cohesion, and methodological rigor to adequately organize and support arguments.
The text also highlights the importance of pre-writing cognitive tasks, which allow for the analysis,
comparison, synthesis, and organization of information before drafting. These skills strengthen critical
thinking, improve the quality of texts, and facilitate the development of academic research. They also
contribute to the development of professional competencies such as decision-making, problem-solving,
and argumentation. In conclusion, promoting academic writing in higher education is essential for
training professionals capable of generating knowledge and communicating ideas effectively, thereby
strengthening meaningful learning and the competencies necessary in both academic and professional
settings.
Keywords: academic writing, academic community, training professionals, competencies, writing
cognitive
1 Autor principal
Correspondencia: higor_rodriguez6079@uaeh.edu.mx
pág. 12638
La Escritura Académica y las Tareas Cognitivas Previas a la Elaboración
de Textos Científicos
RESUMEN
La escritura académica es un elemento fundamental en la formación de los estudiantes universitarios,
ya que permite comunicar el conocimiento de manera clara, precisa y fundamentada. A diferencia de
otros tipos de escritura, exige rigor conceptual, coherencia lógica y el uso de fuentes confiables que
respalden los argumentos. Además, favorece el desarrollo del pensamiento crítico, pues implica analizar
información, comparar posturas teóricas, sintetizar ideas y construir argumentos propios con
responsabilidad ética e intelectual. El aprendizaje de la escritura académica es un proceso gradual, ya
que muchos estudiantes no han sido preparados previamente para generar conocimiento mediante la
argumentación y el análisis. Por ello, es necesario formar a los estudiantes no solo en la corrección
gramatical, sino también en la construcción de discursos rigurosos que cumplan con los estándares de
la comunidad académica. Entre las características principales de la escritura académica destaca la
intertextualidad, entendida como la relación entre distintos textos. Desde esta perspectiva, ningún texto
es completamente original, sino que se construye a partir del diálogo con ideas previas mediante citas
y referencias. Asimismo, la escritura académica requiere coherencia, cohesión y rigor metodológico
para organizar y sustentar adecuadamente los argumentos. El texto también resalta la importancia de
las tareas cognitivas previas a la escritura, que permiten analizar, comparar, sintetizar y organizar la
información antes de redactar. Estas habilidades fortalecen el pensamiento crítico, mejoran la calidad
de los textos y facilitan el desarrollo de investigaciones académicas. Además, contribuyen al desarrollo
de competencias profesionales como la toma de decisiones, la resolución de problemas y la
argumentación. En conclusión, fomentar la escritura académica en la educación superior es esencial
para formar profesionales capaces de generar conocimiento y comunicar ideas de manera efectiva,
fortaleciendo así el aprendizaje significativo y las competencias necesarias en el ámbito académico y
profesional.
Palabras claves: escritura académica, comunidad académica, formación de profesionales,
competencias, escritura cognitiva
Artículo recibido 02 febrero 2026
Aceptado para publicación: 27 febrero 2026
La Escritura Académica y las Tareas Cognitivas Previas a la Elaboración
de Textos Científicos
RESUMEN
La escritura académica es un elemento fundamental en la formación de los estudiantes universitarios,
ya que permite comunicar el conocimiento de manera clara, precisa y fundamentada. A diferencia de
otros tipos de escritura, exige rigor conceptual, coherencia lógica y el uso de fuentes confiables que
respalden los argumentos. Además, favorece el desarrollo del pensamiento crítico, pues implica analizar
información, comparar posturas teóricas, sintetizar ideas y construir argumentos propios con
responsabilidad ética e intelectual. El aprendizaje de la escritura académica es un proceso gradual, ya
que muchos estudiantes no han sido preparados previamente para generar conocimiento mediante la
argumentación y el análisis. Por ello, es necesario formar a los estudiantes no solo en la corrección
gramatical, sino también en la construcción de discursos rigurosos que cumplan con los estándares de
la comunidad académica. Entre las características principales de la escritura académica destaca la
intertextualidad, entendida como la relación entre distintos textos. Desde esta perspectiva, ningún texto
es completamente original, sino que se construye a partir del diálogo con ideas previas mediante citas
y referencias. Asimismo, la escritura académica requiere coherencia, cohesión y rigor metodológico
para organizar y sustentar adecuadamente los argumentos. El texto también resalta la importancia de
las tareas cognitivas previas a la escritura, que permiten analizar, comparar, sintetizar y organizar la
información antes de redactar. Estas habilidades fortalecen el pensamiento crítico, mejoran la calidad
de los textos y facilitan el desarrollo de investigaciones académicas. Además, contribuyen al desarrollo
de competencias profesionales como la toma de decisiones, la resolución de problemas y la
argumentación. En conclusión, fomentar la escritura académica en la educación superior es esencial
para formar profesionales capaces de generar conocimiento y comunicar ideas de manera efectiva,
fortaleciendo así el aprendizaje significativo y las competencias necesarias en el ámbito académico y
profesional.
Palabras claves: escritura académica, comunidad académica, formación de profesionales,
competencias, escritura cognitiva
Artículo recibido 02 febrero 2026
Aceptado para publicación: 27 febrero 2026
pág. 12639
INTRODUCTION
Academic writing has become an essential element in the training of young university students, as it
allows for the clear and objective communication of knowledge. In this sense, academic writing is a
fundamental pillar in the construction and dissemination of scientific and humanistic knowledge within
the university community. Its importance lies in its ability to communicate ideas clearly, precisely, and
with sound reasoning, ensuring that the arguments can be understood, evaluated, and replicated by the
community. Unlike other types of writing, academic writing demands conceptual rigor, logical
coherence, and support from reliable sources, which strengthens the validity of the arguments presented.
Academic writing contributes to the development of critical thinking. That is, when writing an academic
text, the author analyzes information, compares theoretical positions, synthesizes ideas, and constructs
their own arguments, as well as demonstrating several levels of expression, such as: a. Information
analysis, b. Evaluation and comparison of perspectives, c. Construction of original arguments, d.
Reflection and metacognition, and e. Ethics and intellectual responsibility. This process not only
demonstrates mastery of a subject but also fosters higher-order cognitive skills such as reflection,
evaluation, and the development of well-supported arguments.
The discovery of academic writing is a skill that students develop gradually because, often, their prior
education did not prepare them to generate knowledge without discussion or argumentation. Therefore,
we must prepare them not only to write grammatically correct texts but also to construct rigorous
discourses that meet quality standards and can be validated by the academic community. Learning to
write depends not only on young people's mental abilities but also on their social context and linguistic
experiences.
For this reason, writing texts requires a set of cognitive tasks that must be mastered beforehand, as they
allow for the organization and structuring of thought. Thus, this essay aims to identify the characteristics
and elements that comprise academic writing, highlighting the cognitive activities required for writing
academic or scientific texts.
INTRODUCTION
Academic writing has become an essential element in the training of young university students, as it
allows for the clear and objective communication of knowledge. In this sense, academic writing is a
fundamental pillar in the construction and dissemination of scientific and humanistic knowledge within
the university community. Its importance lies in its ability to communicate ideas clearly, precisely, and
with sound reasoning, ensuring that the arguments can be understood, evaluated, and replicated by the
community. Unlike other types of writing, academic writing demands conceptual rigor, logical
coherence, and support from reliable sources, which strengthens the validity of the arguments presented.
Academic writing contributes to the development of critical thinking. That is, when writing an academic
text, the author analyzes information, compares theoretical positions, synthesizes ideas, and constructs
their own arguments, as well as demonstrating several levels of expression, such as: a. Information
analysis, b. Evaluation and comparison of perspectives, c. Construction of original arguments, d.
Reflection and metacognition, and e. Ethics and intellectual responsibility. This process not only
demonstrates mastery of a subject but also fosters higher-order cognitive skills such as reflection,
evaluation, and the development of well-supported arguments.
The discovery of academic writing is a skill that students develop gradually because, often, their prior
education did not prepare them to generate knowledge without discussion or argumentation. Therefore,
we must prepare them not only to write grammatically correct texts but also to construct rigorous
discourses that meet quality standards and can be validated by the academic community. Learning to
write depends not only on young people's mental abilities but also on their social context and linguistic
experiences.
For this reason, writing texts requires a set of cognitive tasks that must be mastered beforehand, as they
allow for the organization and structuring of thought. Thus, this essay aims to identify the characteristics
and elements that comprise academic writing, highlighting the cognitive activities required for writing
academic or scientific texts.
pág. 12640
Development
Among the learning experiences that young people have at the university level is writing academic
texts, which represent one of the greatest challenges they face. But what is academic writing? Academic
writing is that which is produced in the university and scientific sphere, whose function is to inform,
persuade, and argue (Hernández & Bernal, 2025). Molina (2017) argues that writing is a social practice,
an activity of social groups situated in social spaces that use writing for specific social purposes. Writing
is communicating and relating to others.
Academic writing involves both professors and students. Writing tasks are an integral part of study and
research activities and of many of the functions that a university professor must perform to communicate
research and pedagogical innovations and to establish relationships with the outside world through
specialized correspondence and publications.
Academic writing is distinguished by a series of characteristics that differentiate it from other types of
writing. Among the most relevant are: Intertextuality, which is the relationship between texts, according
to Kristeva, who argues that no text is entirely original, but rather that every text is constructed from
other texts, implying the presence of references and citations (Oropeza, 2024). Meanwhile, for Barthes
(2009), a text is a “fabric of quotations,” that is, it is constructed from other previous texts, where ideas,
words, and writing styles have already been used. This gives importance to academic writing by
providing theoretical support for arguments, demonstrating that the author knows the disciplinary field
and helps to construct the author's voice by engaging in dialogue with others, not by repeating them
From Barthes's (2009) perspective, a text is not a closed unit, but rather a network of quotations that
engages in dialogue with other discourses; thus, intertextuality becomes a fundamental principle of
academic reading and writing. In addition to coherence and cohesion in the writing itself, ideas must be
organized using connectors that can articulate the different arguments. The methodological rigor
required is also emphasized, based on systematic procedures.
With new technologies (email, social media, messaging), writing is present in almost every aspect of
our lives, and very few professionals don't need to write. That's why learning to write well is more
important than ever. (Montolío, 2021).
Development
Among the learning experiences that young people have at the university level is writing academic
texts, which represent one of the greatest challenges they face. But what is academic writing? Academic
writing is that which is produced in the university and scientific sphere, whose function is to inform,
persuade, and argue (Hernández & Bernal, 2025). Molina (2017) argues that writing is a social practice,
an activity of social groups situated in social spaces that use writing for specific social purposes. Writing
is communicating and relating to others.
Academic writing involves both professors and students. Writing tasks are an integral part of study and
research activities and of many of the functions that a university professor must perform to communicate
research and pedagogical innovations and to establish relationships with the outside world through
specialized correspondence and publications.
Academic writing is distinguished by a series of characteristics that differentiate it from other types of
writing. Among the most relevant are: Intertextuality, which is the relationship between texts, according
to Kristeva, who argues that no text is entirely original, but rather that every text is constructed from
other texts, implying the presence of references and citations (Oropeza, 2024). Meanwhile, for Barthes
(2009), a text is a “fabric of quotations,” that is, it is constructed from other previous texts, where ideas,
words, and writing styles have already been used. This gives importance to academic writing by
providing theoretical support for arguments, demonstrating that the author knows the disciplinary field
and helps to construct the author's voice by engaging in dialogue with others, not by repeating them
From Barthes's (2009) perspective, a text is not a closed unit, but rather a network of quotations that
engages in dialogue with other discourses; thus, intertextuality becomes a fundamental principle of
academic reading and writing. In addition to coherence and cohesion in the writing itself, ideas must be
organized using connectors that can articulate the different arguments. The methodological rigor
required is also emphasized, based on systematic procedures.
With new technologies (email, social media, messaging), writing is present in almost every aspect of
our lives, and very few professionals don't need to write. That's why learning to write well is more
important than ever. (Montolío, 2021).
pág. 12641
Our writing is not a neutral act, nor is it separate from our identity: it represents how we think,
communicate, and present ourselves to the world. Therefore, we must value and cultivate it, as it is a
fundamental tool in our personal, educational, and professional lives. (Casanny, 2014)
However, many students begin writing without performing any prior cognitive tasks, since writing is
not something they can do immediately. On the contrary, it is the product of various complex cognitive
processes that are set in motion before they begin writing. But what are cognitive tasks? According to
García & Oropeza (2024), they are the skills that allow our brain to process everything our senses
perceive, such as colors, tastes, smells, textures, and sounds, interpreting and integrating the
characteristics of these stimuli into our existing knowledge.
But why is it important for university students to develop cognitive tasks? In this sense, it is important
for young people to develop cognitive tasks beforehand so they can implement them in academic
writing, as they strengthen critical thinking. For example, they allow students to analyze, compare,
synthesize, etc.—that is, to debate what information is necessary for their work. They also allow them
to activate prior knowledge so they can compare information and generate well-founded opinions.
Another relevant point is that the quality of the writing improves because students can better organize
their ideas, resulting in coherent and better-argued writing. With these skills, students can conduct more
professional research, and it also facilitates their academic work. The development of their thesis work,
such as their dissertation, not only provides them with tools to perform more professionally in the
workplace, but also helps them develop skills like argumentation and the ability to communicate ideas
easily, among others. Furthermore, cognitive tasks, from my point of view, strengthen other skills that
young people can develop and that help them thrive in the professional sphere, such as decision-making,
problem-solving, and the analysis of situations to improve their work activities.
But what is the relationship between Cognitive Task Analysis (CTA) and academic writing?
They are related because their purpose is to reveal the mental processes a student uses when writing
essays, theses, research papers, etc. It's not just about writing; writing is an activity that involves
activating prior knowledge, researching different sources of information, organizing ideas, making
decisions, revising, and making corrections, all with the aim of... To have critical, argumentative, and
professional writing skills.
Our writing is not a neutral act, nor is it separate from our identity: it represents how we think,
communicate, and present ourselves to the world. Therefore, we must value and cultivate it, as it is a
fundamental tool in our personal, educational, and professional lives. (Casanny, 2014)
However, many students begin writing without performing any prior cognitive tasks, since writing is
not something they can do immediately. On the contrary, it is the product of various complex cognitive
processes that are set in motion before they begin writing. But what are cognitive tasks? According to
García & Oropeza (2024), they are the skills that allow our brain to process everything our senses
perceive, such as colors, tastes, smells, textures, and sounds, interpreting and integrating the
characteristics of these stimuli into our existing knowledge.
But why is it important for university students to develop cognitive tasks? In this sense, it is important
for young people to develop cognitive tasks beforehand so they can implement them in academic
writing, as they strengthen critical thinking. For example, they allow students to analyze, compare,
synthesize, etc.—that is, to debate what information is necessary for their work. They also allow them
to activate prior knowledge so they can compare information and generate well-founded opinions.
Another relevant point is that the quality of the writing improves because students can better organize
their ideas, resulting in coherent and better-argued writing. With these skills, students can conduct more
professional research, and it also facilitates their academic work. The development of their thesis work,
such as their dissertation, not only provides them with tools to perform more professionally in the
workplace, but also helps them develop skills like argumentation and the ability to communicate ideas
easily, among others. Furthermore, cognitive tasks, from my point of view, strengthen other skills that
young people can develop and that help them thrive in the professional sphere, such as decision-making,
problem-solving, and the analysis of situations to improve their work activities.
But what is the relationship between Cognitive Task Analysis (CTA) and academic writing?
They are related because their purpose is to reveal the mental processes a student uses when writing
essays, theses, research papers, etc. It's not just about writing; writing is an activity that involves
activating prior knowledge, researching different sources of information, organizing ideas, making
decisions, revising, and making corrections, all with the aim of... To have critical, argumentative, and
professional writing skills.
pág. 12642
CONCLUSION
Academic writing is a skill that should be fostered in higher education institutions in our country so that
university students can develop research competencies with the aim of generating knowledge in the
different disciplines that comprise their professional training. Of course, this depends on strengthening
cognitive tasks, since through these they can organize and structure their thinking to produce high-
quality academic and scientific texts.
Strengthening academic writing from a procedural and cognitive perspective is important because it
fosters meaningful learning for students, especially in the training of professionals who can argue and
communicate effectively—skills so necessary in academic, professional, and social contexts.
REFERENCES
Barthes, R. (2009). The Rustle of Language (C. Fernández Medrano, Trans.). Paidós. (Original work
published in 1968)
Beaugrande, R., & Dressler, W. (1981). Introduction to text linguistics. Longman
Cassany, D. (2006). Tras las líneas: Sobre la lectura contemporánea. Anagrama.
Casanny, D. (2014). More than reading, it's about understanding. Medellín, Antioquia, Colombia.
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and
Communication, 32(4), 365–387. https://doi.org/10.2307/356600
García F. P., & Oropeza J. W. (2024). Cognitive tasks prior to argumentative writing. Pachuca, Hidalgo,
Mexico.
Hernández G. D., & Bernal S. R. (2025). Definition and characteristics of academic writing. Pachuca,
Hidalgo, Mexico.
Hyland, K. (2019). Second language writing. Cambridge University Press.
Kristeva, J. (1980). Desire in language: A semiotic approach to literature and art (T. Gora, A. Jardine,
& L. Roudiez, Trans.). Columbia University Press.
Montolío, E. (2021). Our writing represents us. Barcelona, Spain.
Montolío, E. (2014). Manual de escritura académica y profesional. Ariel.
Oropeza J. W. (2024). The Notion of Intertextuality in Kristeva and Barthes. Pachuca, Hidalgo, Mexico.
CONCLUSION
Academic writing is a skill that should be fostered in higher education institutions in our country so that
university students can develop research competencies with the aim of generating knowledge in the
different disciplines that comprise their professional training. Of course, this depends on strengthening
cognitive tasks, since through these they can organize and structure their thinking to produce high-
quality academic and scientific texts.
Strengthening academic writing from a procedural and cognitive perspective is important because it
fosters meaningful learning for students, especially in the training of professionals who can argue and
communicate effectively—skills so necessary in academic, professional, and social contexts.
REFERENCES
Barthes, R. (2009). The Rustle of Language (C. Fernández Medrano, Trans.). Paidós. (Original work
published in 1968)
Beaugrande, R., & Dressler, W. (1981). Introduction to text linguistics. Longman
Cassany, D. (2006). Tras las líneas: Sobre la lectura contemporánea. Anagrama.
Casanny, D. (2014). More than reading, it's about understanding. Medellín, Antioquia, Colombia.
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and
Communication, 32(4), 365–387. https://doi.org/10.2307/356600
García F. P., & Oropeza J. W. (2024). Cognitive tasks prior to argumentative writing. Pachuca, Hidalgo,
Mexico.
Hernández G. D., & Bernal S. R. (2025). Definition and characteristics of academic writing. Pachuca,
Hidalgo, Mexico.
Hyland, K. (2019). Second language writing. Cambridge University Press.
Kristeva, J. (1980). Desire in language: A semiotic approach to literature and art (T. Gora, A. Jardine,
& L. Roudiez, Trans.). Columbia University Press.
Montolío, E. (2021). Our writing represents us. Barcelona, Spain.
Montolío, E. (2014). Manual de escritura académica y profesional. Ariel.
Oropeza J. W. (2024). The Notion of Intertextuality in Kristeva and Barthes. Pachuca, Hidalgo, Mexico.
pág. 12643
Parodi, G. (2010). Saber leer. Aguilar.
Swales, J. M., & Feak, C. B. (2012). Academic writing for graduate students (3rd ed.). University of
Michigan Press.
Van Dijk, T. A. (2008). Discourse and context: A sociocognitive approach. Cambridge University
Press.
Widdowson, H. G. (2007). Discourse analysis. Oxford University Press.
Parodi, G. (2010). Saber leer. Aguilar.
Swales, J. M., & Feak, C. B. (2012). Academic writing for graduate students (3rd ed.). University of
Michigan Press.
Van Dijk, T. A. (2008). Discourse and context: A sociocognitive approach. Cambridge University
Press.
Widdowson, H. G. (2007). Discourse analysis. Oxford University Press.