1. Home
  2. Browse
  3. Classroom-Based Academic Writing I…
Conference Object

Classroom-Based Academic Writing Interventions in Higher Education: A Systematic Review

Author(s) / Creator(s)

van Meerten, Julianne E.

Abstract / Description

In this systematic review, academic writing interventions in higher education are analyzed for academic writing genre, types of intervention and instructional features, and overall effectiveness regarding undergraduate students’ academic writing. Interventions included in the review are empirical studies conducted in a classroom environment that employed an academic writing outcome measure. Preliminary findings regarding academic writing genres, types of intervention, and patterns regarding instructional features are discussed. Conclusions of the review will serve both researchers and practitioners regarding what has been done in the field of academic writing in higher education, as well as practical recommendations for supporting undergraduates’ academic writing in instructional practice.

Persistent Identifier

Date of first publication

2023-08-25

Is part of

2023 Biennial Conference of the European Association for Research on Learning and Instruction

Publisher

PsychArchives

Citation

Download BibTex
Download as Text
  • EARLI Poster_2023.pdf
    Adobe PDF - 704.28KB
    MD5: 41baf501a71ff4720b0418e10a171dc4
    Sharing Level 0+ (Public Use) CC-BY 4.0
     Download
    Description: PDF of poster presented at EARLI 2023 in Thessaloniki, Greece
    Rationale for choice of sharing level: I would like everyone to have access to my work and am interested in who reads my work and why.
  • Author(s) / Creator(s)
    van Meerten, Julianne E.
  • PsychArchives acquisition timestamp
    2023-09-12T15:22:50Z
  • Made available on
    2023-09-12T15:22:50Z
  • Date of first publication
    2023-08-25
  • Abstract / Description
    In this systematic review, academic writing interventions in higher education are analyzed for academic writing genre, types of intervention and instructional features, and overall effectiveness regarding undergraduate students’ academic writing. Interventions included in the review are empirical studies conducted in a classroom environment that employed an academic writing outcome measure. Preliminary findings regarding academic writing genres, types of intervention, and patterns regarding instructional features are discussed. Conclusions of the review will serve both researchers and practitioners regarding what has been done in the field of academic writing in higher education, as well as practical recommendations for supporting undergraduates’ academic writing in instructional practice.
    en
  • Publication status
    unknown
  • Review status
    unknown
  • Persistent Identifier
    https://hdl.handle.net/20.500.12034/8714
  • Persistent Identifier
    https://doi.org/10.23668/psycharchives.13221
  • Language of content
    eng
  • Publisher
    PsychArchives
  • Is part of
    2023 Biennial Conference of the European Association for Research on Learning and Instruction
    en
  • Dewey Decimal Classification number(s)
    150
  • Title
    Classroom-Based Academic Writing Interventions in Higher Education: A Systematic Review
    en
  • DRO type
    conferenceObject