Datasets evidencing research on classroom practice in L2 disciplinary writing

L2 writing in the disciplines at the university level can be impacted through classroom intervention which uses mixed pedagogical paradigms. In connection to such intervention, this data article presents two datasets, from a classroom practice, which evidence disciplinary writing acquisition. The first dataset consists of pre-and post-classroom intervention abstracts, written by L2 PhD students from different disciplines at a Sino-British University. The second dataset is made up of qualitative questionnaire responses from the students about their experiences of the classroom intervention. The datasets can be used to understand the nature of discourse-structural and linguistic feature changes which take place after pedagogical intervention involving mature learners from mixed disciplines. The data can also provide insight into the impact of classroom teaching approaches on the construction and communication of knowledge by novice writers in their disciplines.