Limitations in the Academic Writing Process of Postgraduate Students Between 2010 and 2020: What Tools Do We Have?

Academic writing is an essential competence at the postgraduate level due to its impact on communication, formulations, scholarship awards, evaluation processes, and assigning resources. However, there are issues. This article seeks to identify limitations among postgraduate students and the tools proposed to overcome them, discussing their relationship. The methodology used consisted of a revision of the state-of-the-art between 2010 and 2020, identifying and classifying limitations and tools while analyzing their relationship. Limitations were classified into personal, academic, and institutional, and tools into strategies, techniques, and resources. Results show that there are few tools for specific limitations and few cases where effectiveness is confirmed. Finally, it is concluded that tools must be designed by diagnosing the group’s limitations, considering personal, cultural, area-based, academic, and institutional aspects, although the evaluation and validation of their impact on the learning process is also relevant. Findings will facilitate recognizing limitations and selecting available tools for identified limitations.