Tutoring the end-of-studies dissertation: Helping psychology students find their academic voice when revising academic texts

Montserrat Castelló*, Anna Iñesta, Marta Pardo, Eva Liesa, Reinaldo Martínez-Fernández

*Corresponding author for this work

Research output: Contribution to journalArticleResearchpeer-review

19 Citations (Scopus)

Abstract

This intervention study aimed at helping undergraduate students of psychology learn to use the discursive resources useful to make academic voice visible in their texts and to improve their writing practices. The intervention involved tutorial meetings and collaborative revisions in two different learning environments, on-line and face-to face. The final text quality, the students' knowledge and the amount and the quality of revisions were assessed in both conditions. Results show that the quality of the texts improved for both intervention groups in contrast with for control group, and better texts were related with higher rates of revision and more students' satisfaction with the intervention. © 2011 Springer Science+Business Media B.V.
Original languageEnglish
Pages (from-to)97-115
Number of pages19
JournalHigher Education
Volume63
Issue number1
DOIs
Publication statusPublished - Jan 2012

Keywords

  • Academic voice
  • Academic writing
  • Higher education
  • Revision strategies
  • Teaching writing

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