Writing in Software Engineering: a tool for communication, abstraction and knowledge

Abstract

This study examines Software Engineering students' perceptions of writing in an introductory course. Based on the idea that writing is key to the development of abstract thinking in computer science, it investigates how students conceive and use writing in different academic and professional contexts.

The study follows a qualitative design with a case study approach. The sample is made up of first-year students, whose written productions were analyzed at three levels: autobiographical, epistemic and academic writing. Texts produced at different stages of the course were collected and categories of analysis were identified based on their conceptual evolution.

The results show that, initially, students perceive writing in a restricted way, associating it with evaluation and technical documentation. However, throughout the course, their conception broadens, recognizing it as a tool for organizing thought and solving problems.

The study provides evidence on the importance of integrating writing into computer science training, not only as a means of communication, but as a mechanism for learning and abstraction, promoting a more reflective and critical approach in the teaching of the discipline.