Students’ Accounts of Their First-Year Undergraduate Academic Writing Experience: Implications for the Use of the CEFR

This article addresses the suitability of the CEFR as the basis for decisions about the readiness of individuals to engage in academic writing tasks in undergraduate university courses, and as a guide to progress. The CEFR offers potentially relevant general scales and subscales, but also more specific subscales for writing in the academic context. However, recent challenges to traditional views of academic writing have potential implications...