Pedagogical conceptions about teaching academic writing in postgraduate studies: a literature review

• Bracho-Fuenmayor , Pedro Luis ^[1] ; Boscán Carroz , Mariby Coromoto ^[2] ; Caballero de Lamarque , Claudia Patricia ^[3] ; Quintero Ramírez , Juan Manuel ^[4]
  1. [1] Universidad Tecnológica Metropolitana

     Universidad Tecnológica Metropolitana

     Santiago, Chile

     
  2. [2] La Universidad del Zulia

     La Universidad del Zulia

     Venezuela

     
  3. [3] Universidad Nacional de Itapúa

     Universidad Nacional de Itapúa

     Paraguay

     
  4. [4] Secretaría de Ciencia, Humanidades, Tecnología e Innovación-Colegio de Postgraduados. Texcoco, México

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• Localización: Seminars in Medical Writing and Education, ISSN-e 3008-8127, Vol. 4, Nº. 0, 2025 (Ejemplar dedicado a: Seminars in Medical Writing and Education)
• Idioma: inglés
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  • IntroductionPostgraduate academic writing instruction remains a field of pedagogical tension, especially between normative approaches and critical, inclusive models. This integrative review aimed to analyze current pedagogical conceptions and teaching strategies for academic writing in postgraduate education, with emphasis on critical and sociocultural approaches.MethodsAn integrative literature review was conducted following a systematic protocol. Academic databases were searched using keywords in English and Spanish. A total of 812 records were identified. After applying inclusion and exclusion criteria, 28 peer-reviewed articles published between 2021 and 2025 were selected for in-depth analysis.ResultsFindings revealed two dominant pedagogical conceptions: traditional models focused on textual correction and standardized formats, and critical approaches that view writing as a situated, dialogic, and epistemically just practice. In addition, technical and sociocultural teaching approaches were identified, often coexisting in postgraduate programs. Persistent tensions were found between formal normativity and creative, critical expression, especially in contexts with high epistemic diversity.ConclusionsThe review confirmed the need to shift from prescriptive teaching models to more reflective and inclusive practices that support students' epistemic agency. It emphasized the importance of institutional support, teacher training in critical pedagogies, and evaluation systems that recognize process-oriented and context-sensitive academic writing.