Abstract

This paper reports on the findings of an inquiry into the nature of academic writing weaknesses inherent among first year undergraduate university students in Zimbabwe, using Great Zimbabwe University (GZU), as a case study. Five hundred and fifty students and fifteen lecturers constituted the sample. Document analysis, interviews and the questionnaire were used as data collecting instruments. Results were presented and discussed both qualitatively and quantitatively. The study revealed that first year undergraduate university students’ written papers are riddled with a multiplicity of weaknesses, and suggests that students should view writing as different from speech and that they should treat writing as a process rather than a product. The paper also recommends that there be a paradigm shift in the teaching of academic writing at universities in Zimbabwe, from a study skills orientation to an academic literacies orientation. The paper further recommends an integrative approach to the teaching of writing at universities.

Key words: Academic writing, writing as a process, writing as a product, study skills orientation, academic literacies orientation.