Supporting The Writing Of A Degree Project In Health

A case study was used in order to characterize the teaching practice intended to support the writing of research projects in students of master programs in health. The information source used was the classroom observation and interviews to the teachers: two experts in health and one expert in writing. It is observed that all of them provide support like guidelines for writing texts, require that students read model texts, comments on the preliminary version and promote the peer review. However, they focus on different aspects of the texts and use different resources. This contrast may provide insights for the interdisciplinary proposals in writing formation for graduate students.