Tutoring the end-of-studies dissertation: helping psychology students find their academic voice when revising academic texts Montserrat Castello ´ • Anna In ˜ esta • Marta Pardo • Eva Liesa • Reinaldo Martı ´nez-Ferna ´ndez Ó Springer Science+Business Media B.V. 2011 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. Keywords Academic writing Á Revision strategies Á Academic voice Á Higher education Á Teaching writing Introduction Several studies have recently drawn into students’ difficulties to write complex academic texts such as research projects, reports, papers or dissertations at the university (Aitchison M. Castello ´(&) Á A. In ˜esta Á M. Pardo Á E. Liesa Graduate School of Psychology, Blanquerna, Ramon Llull University, C/Cister 34, 08022 Barcelona, Spain e-mail: montserratcb@blanquerna.url.edu A. In ˜esta e-mail: Ana.inesta@esade.edu M. Pardo e-mail: martape@blanquerna.url.edu E. Liesa e-mail: evalh@blanquerna.url.edu R. Martı ´nez-Ferna ´ndez School of Educational Sciences, Universidad Auto ´noma de Barcelona, Campus Bellaterra, Edifici G-6, 08193 Barcelona, Spain e-mail: JoseReinaldo.Martinez@uab.cat 123 High Educ DOI 10.1007/s10734-011-9428-9