Abstract
This chapter presents the approach to teach and learn academic writing that has implemented in an educational intervention in the academic community of Psychology. It first explains and justifies the theoretical assumptions underlying the educational decisions about teaching and learning academic writing that account for the educational intervention. The chapter then presents and discusses the key principles and characteristics of such intervention. The characteristics of the educational intervention have been synthesized in two tables, each focusing respectively on its conceptual underpinnings and contextual characteristics. Regarding its conceptual underpinnings, the educational intervention focuses on three key aspects: seeking to help students develop a complex conceptualization of texts as artifacts-in-activity, regulate their writing activity and develop an authorial identity and academic voice. The actors involved in the students' Academic research paper writing (ARPW) process are, of course, the same students, and a tutor. Keywords: academic research paper writing (ARPW) process; academic voice; academic writing; artifacts-in-activity; authorial identity; educational intervention
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