Teaching academic writing: An intervention across the curriculum


In this article, a proposal intervention is described to reveal the actions undertaken in the Speech Therapy Degree at UCLM to train both teachers and students in the development of competence in written communication.

First, training theorical and methodological is offered to the teachers that provided tools to work with students in writing skills in academic areas. In this sense, the most important was the methodology of intervention proposed to teachers to approach the teaching of academic writing and the beginning of a collaborative teaching job with opportunities to across the training of graduate students. Second, this methodology was implemented in the first course degree classroom by introducing different forms of textual difficulty contextualized in meaningful writing activities in different subjects. The texts, written in group by students, were reviewed by both teachers and students themselves, generating a process of peer review.

It is true that we found some difficulties to provide continuity and progression throughout the Speech Therapy Degree in the project, but it cannot be denied that the innovation experience developed offers a useful starting point to approach the teaching of academic writing across the curriculum.


academic writing, written composition, teaching innovation, universitary education


Bakhtin, Mikhail Mikhaĭlovich. Speech genres and other late essays. University of Texas Press, 1986.

Bakhurst, David. "Reflections on activity theory." Educational Review 61.2 (2009): 197-210. doi: 10.1080/00131910902846916

Barton, David. "Directions for literacy research: Analysing language and social practices in a textually mediated world". Language and education 15. (2-3) (2001): 92-104.

Bazerman, Charles. Shaping written knowledge: The genre and activity of the experimental article in science. Madison: University of Wisconsin Press, 1988.

Bazerman, Charles. "14 Genre and Cognitive Development: Beyond Writing to Learn" Perespectives on Writing (2009): 279.

Berkenkotter, Carol, and Thomas N. Huckin. "Rethinking genre from a sociocognitive perspective." Written communication 10.4 (1993): 475-509.

Björk, L. "Text Types, Textual Consciousness and Academic Writing Ability. Teaching Academic Writing in European Higher Education". Teaching Academic Writing in European Higher Education. Springer Netherlands, 2003. 29-40. doi: 10.1007/0-306-48195-2_3

Braidot, Néstor, et al. "Ense-anza de la lectura y la escritura como política institucional a lo largo de las carreras de ingeniería del IDEI-UNGS."Trabajos Completos, VI Congreso Argentino de Ense-anza de la Ingeniería (CAEDI). Salta: EUNSa. 2008.

Bremner, Stephen. "Collaborative writing: Bridging the gap between the textbook and the workplace." English for Specific Purposes 29.2 (2010): 121-132. doi: 10.1016/j.esp.2009.11.001

Bruffee, Kenneth A. "Collaborative learning and the" conversation of mankind"." College English (1984): 635-652.

Camps Mundó, Ana, and Montserrat Castelló Badia. "La escritura académica en la universidad." REDU. Revista de Docencia Universitaria 11.1 (2013): 17-36.

Carlino, Paula. "Leer, escribir y aprender en la universidad: cómo lo hacen en Australia y porqué" Investigaciones en Psicología. Revista del Instituto de Investigaciones de la Facultad de Psicología de la Universidad de Buenos Aires 7.2 (2002): 43-61.

Carlino, Paula. "Alfabetización académica: un cambio necesario, algunas alternativas posibles." Educere 6.20 (2003): 409-420.

Carlino, Paula. "Escribir, leer y aprender en la universidad." Buenos Aires: Fondo de Cultura Económica, 2005a Carlino, Paula. "Representaciones sobre la escritura y formas de ense-arla en universidades de América del Norte." Revista de educación 336 (2005b): 143-168.

Carlino, Paula. "Alfabetización Académica Diez A-os Después" Revista Mexicana de Investigación Educativa 18, no. 57 (2013): 355–81.

Cassany, Daniel. "Revisión entre iguales y escritura académica: lo que dicen los sujetos y las prácticas."Cestero Mancera A, Molina Martos I, Paredes García F (eds.). La lengua, lugar de encuentro: actas del XVI Congreso Internacional de la ALFAL. XVI Congreso Internacional de la ALFAL; 6-9 de junio de 2011. Alcalá de Henares: Universidad de Alcalá, Servicio de Publicaciones; 2011. p. 1809–16. Universidad de Alcalá de Henares, 2011.

Castelló, Montserrat, Gerardo Ba-ales, and Norma Vega. "Leer múltiples documentos para escribir textos académicos en la universidad: o cómo aprender a leer y escribir en el lenguaje de las disciplinas." Pro-Posições, Campinas 22. 1 (64) (2011): 97-114.

Castelló, Montserrat, Mariona Corcelles, Anna I-esta, Gerardo Ba-ales, and Norma Vega. "La Voz Del Autor En La Escritura Académica: Una Propuesta Para Su Análisis." Revista Signos 44, no. 76 (2011): 1–2. doi: 10.4067/S0718-09342011000200001.

Castelló, Montserrat, et al. "Academic Writing Practices in Spanish Universities."Electronic Journal of Research in Educational Psychology 10.27 (2012): 569-590.

Castello, Montserrat, and Anna Inesta. "Texts as artifacts-in activity: Developing authorial identity and academic voice in writing academic research papers." University writing: Selves and texts in academic societies (2012): 179-200.

Chanock, Kate "Academic writing instruction in australian tertiary education: The early years." Charles Bazerman, Chris Dean, Jessica Early, Karen Lunsford, Suzie Null, Paul Rogers, and Amanda Stansell. International Advances in Writing Research: Cultures, Places, Measures. Parlor Press. Anderson, South Carolina. 2012.

Corcelles, Mariona, Maribel Cano, Gerardo Ba-ales Faz, and Norma Vega. "Ense-ar a Escribir Textos Científico-Académicos Mediante La Revisión Colaborativa: El Trabajo Final de Grado En Psicología." REDU: Revista de Docencia Universitaria 11, no. 1 (2013): 79.

Christie, Frances, and James Robert Martin, eds. Genre and institutions: Social processes in the workplace and school. Bloomsbury Publishing, 2005.

Christie, Frances, and James Robert Martin, eds. Language, knowledge and pedagogy: Functional linguistic and sociological perspectives. Bloomsbury Publishing, 2009.

Daiute, Colette. "Do 1 and 1 make 2? Patterns of influence by collaborative authors" Written Communication 3.3 (1986): 382-408.

Daiute, Colette, and Bridget Dalton. "Collaboration between children learning to write: Can novices be masters?" Cognition and instruction 10.4 (1993): 281-333.

Dale, Helen. "Collaborative writing interactions in one ninth-grade classroom."The Journal of Educational Research 87.6 (1994): 334-344.

Deng, Liping, and Allan HK Yuen. "Towards a framework for educational affordances of blogs." Computers & education 56.2 (2011): 441-451. doi: 10.1016/j.compedu.2010.09.005

Ede, Lisa, and Andrea Lunsford. "Audience addressed/audience invoked: The role of audience in composition theory and pedagogy." College composition and communication (1984): 155-171.

Engeström, Yrjö. "Activity theory and individual and social transformation." Perspectives on activity theory (1999): 19-38.

Gallego-Ortega, José Luis, Antonio García-Guzmán, and Antonio Rodríguez-Fuentes. "Cómo Planifican Las Tareas de Escritura Estudiantes Universitarios Espa-oles." Revista Mexicana de Investigación Educativa 18, no. 57 (2013): 599–623.

Gee, James Paul. Social Linguistics and Literacies (2º edición). Taylor & Francis, 1996.

Gee, James Paul. "The New Literacy Studies; form "socially situated" to the work of the social" Situated Literacies: reading and writing in context. Routledge, (2000): 180-196

Jones, Ithel. "Collaborative writing and children's use of literate language: A sequential analysis of social interaction." Journal of Early Childhood Literacy 3.2 (2003): 165-178. doi: 10.1177/14687984030032003

Jones, Ithel. "Peer relationships and writing development: a microgenetic analysis."British Journal of Educational Psychology 68.2 (1998): 229-241.

Kate Chanock, "A historical literature review of Australian publications in the field of Academic Language and Learning in the 1980s: Themes, schemes, and schisms: Part Two." Journal of Academic Language and Learning 5.1 (2011): A59-A87.

Kruse, Otto. "Getting started: Academic writing in the first year of a university education." Teaching academic writing in European higher education. Springer Netherlands, 2003. 19-28. doi: 10.1007/0-306-48195-2_2

Leontiev, Alekséi Nikoláyevich "Activity and consciousness, Philosophy in the USSR: Problems of dialectical materialism". Moscow: Progress Publishers, 1977. 180-202.

Leontiev, Alekséi Nikoláyevich. Activity, consciousness, and personality. Engelwood Cliffs, NJ: Prentice-Hall, 1978.

Martín-del-Campo, Beatriz, et al. "When the old is stronger than the new: Introduction of constructivist methodology in a special education school."Linguistics and Education 21.3 (2010): 143-170. doi:10.1016/j.linged.2009.09.003.

Moyano, Estela Inés. "La escritura académica: una tarea interdisciplinaria a lo largo de la currícula universitaria". Texturas 1.4 (2004): 109-120.

Moyano, Estela. "Escritura académica a lo largo de la carrera: Un programa institucional." Revista Signos 43, no. 74 (2010): 465–88.

Moyano, Estela. "Una clasificación de géneros científicos." XIX Congreso AESLA. Vol. 1. No. 9. 2001.

Moyano, Estela, and Lucía Natale. "Teaching academic literacy across the university curriculum as institutional policy. The case of the Universidad Nacional de General Sarmiento (Argentina)."C. Thaiss et al (2012): 23-34.

Navarro, Federico. "Trayectorias de formación en lectura y escritura disciplinar en carreras universitarias de humanidades: diagnóstico y propuesta institucional." Revista Mexicana de Investigación Educativa 18.58 (2013): 709-734.

Ortiz, Maribel Cano, et al. "Características y funciones de las ayudas en la revisión colaborativa de textos científicos-académicos" CIDUI-Llibre d'actes 1.1 (2012).

Padron, José. Análisis del discurso e investigación social. Temas para seminario. Caracas: USR, 1996.

Russell, David R. Writing in the Academic Disciplines, 1870-1990: A Curricular History. Order Dept., Southern Illinois University Press, P.O. Box 3697, Carbondale, IL 62902-3697, 1991.

Storch, Neomy. "Collaborative Writing: Product, Process, and Students' Reflections." Journal of Second Language Writing 14, no. 3 (2005): 153–73. doi: 10.1016/j.jslw.2005.05.002

Street, Brian V. Social literacies: Critical approaches to literacy in development, ethnography and education. Routledge, 1995.

Street, Brian V. "Literacy Events and Literacy Practices" Multilingual Literacies: Comparative Perspectives on Research and Practice. Amsterdam: John Benjamin's, 2000. 17-29.

Uribe Álvarez, Graciela, and Zahyra Camargo Martínez. "Prácticas de lectura y escritura académicas en la universidad colombiana," 2011.

Valente, Elena, and Estela Moyano. "La ense-anza de la lectura y la escritura a lo largo de la carrera universitaria. Análisis de una experiencia." Actas del congreso internacional transformaciones culturales: debates de la teoría, la crítica y la lingüística. 2006.

Villalón, Ruth, and Mar Mateos. "Concepciones del alumnado de secundaria y universidad sobre la escritura académica." Infancia y Aprendizaje 32, no. 2 (2009): 219–32. doi:10.1174/021037009788001761.

Vygotsky, Lev S. Thought and language. Cambridge; Massachusetts : Massachusetts Institute of Technology, 1977

Vigotsky, Lev S. "El desarrollo de los procesos psicológicos superiores." Barcelona. Crítica (1979).


  • There are currently no refbacks.

The texts published in this journal, unless otherwise indicated, are subject to a Creative Commons Attribution-Noncommercial-NoDerivativeWorks 3.0.Spain licence. They may be copied, distributed and broadcast provided that the author and the journal that publishes them, @tic. revista d'innovació educativa, are cited. Commercial use and derivative works are not permitted. The full licence can be consulted on Creative Commons

Editor: Servei de Formació Permanent i Innovació Educativa. Tel. 0034 961625030 | Fax. 0034 961625032 | Valencia. España

ISSN: 1989-3477 |  Depósito Legal: V5051-2008


Indexed in:


Consortial Journals