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

Producció científica: Article en revista indexadaArticleAvaluat per experts

28 Cites (Scopus)

Resum

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.

Idioma originalAnglès
Pàgines (de-a)97-115
Nombre de pàgines19
RevistaHigher Education
Volum63
Número1
DOIs
Estat de la publicacióPublicada - de gen. 2012

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