Author ORCID Identifier
https://orcid.org/0000-0002-9472-1508
Abstract
This paper examines the implementation of fake papers analysis as a pedagogical strategy for academic literacy development across five consecutive cohorts of undergraduate students of political sciences and international relations at the Universidad del CEMA, Argentina (2022–2026, n=60), using qualitative analysis of student written productions and self-assessment records in a longitudinal design. Findings indicate that students across all cohorts consistently identified formal and structural errors, but only those equipped with explicit methodological scaffolding demonstrated precision in detecting deeper methodological inconsistencies. These results extend the literature on evaluative judgement and active learning by identifying methodological scaffolding, rather than exposure to flawed texts alone, as the key mediating condition for critical literacy development. The study offers practitioners a replicable, low-resource instructional sequence in which scaffolding tools precede fake papers analysis, resulting in measurable gains in students’ capacity to identify methodological inconsistencies and produce more coherent academic writing.
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Recommended Citation
Rinaldi, Sebastián
(2026)
"Fake papers analysis for the improvement of academic writing: a five-cohort longitudinal study,"
Irish Journal of Academic Practice:
Vol. 14:
Iss.
2, Article 6.
Available at:
https://arrow.tudublin.ie/ijap/vol14/iss2/6