here - University of Limerick
here - University of Limerick
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Programme<br />
Tuesday 28 June 2011<br />
14.00-16.00 Pre-conference workshop (C1-060)<br />
Giving Students a Voice to Shape Pedagogy, Leigh Ryan and Lisa Zimmerelli<br />
16.30-17.30 Registration<br />
Wednesday 29 June 2011<br />
08.00 Registration opens<br />
Jean Monnet Theatre (DG016)<br />
09.30-10.00 Opening <strong>of</strong> the conference<br />
The Role <strong>of</strong> the<br />
Student Experience in<br />
Shaping Academic<br />
Writing Development in Higher Education<br />
10.00-11.00 Keynote Panel <strong>of</strong> Peer-tutors: Constanze Alpen, <strong>University</strong> <strong>of</strong> Cologne; Lisa Breford, <strong>University</strong> <strong>of</strong> <strong>Limerick</strong>; and Simone Tschirpke, Europa-Universität<br />
Viadrina, Frankfurt (Oder)<br />
Peer tutoring: through the eyes <strong>of</strong> the student tutor<br />
11.00-11.30 C<strong>of</strong>fee<br />
11.30-13.00 Parallel session 1<br />
Charles Parsons/<br />
C1-063<br />
Writing centres<br />
and writing<br />
tutoring/mentoring<br />
11.30-12.00 Paper 0112<br />
Surveying<br />
needs and<br />
requirements:<br />
What does it tell<br />
us and how<br />
does it help us<br />
when<br />
establishing an<br />
academic<br />
writing centre?<br />
Djuddah Leijen<br />
John Holland/D1-050<br />
Institutional<br />
strategies for writing<br />
development<br />
Symposium 0165<br />
The spiritual life <strong>of</strong><br />
academic writing<br />
Lisa Zimmerelli,<br />
Cinthia Gannett,<br />
Elizabeth Boquet,<br />
Laurie Britt-Smith,<br />
John Kerrigan, Robert<br />
Whipple<br />
D1-049<br />
Writing and<br />
technology<br />
Paper 0118<br />
The impact <strong>of</strong><br />
the Internet on<br />
undergraduate<br />
research and<br />
academic<br />
writing:<br />
perspectives<br />
from student<br />
researchers<br />
Abigail Beham,<br />
Stephanie<br />
Burchinow, Brittany<br />
Sanders<br />
C1-058<br />
Evaluation and<br />
monitoring <strong>of</strong><br />
writing<br />
Paper 0012<br />
Doing a<br />
dissertation -<br />
students<br />
negotiating<br />
diverse literacy<br />
practices during<br />
their masters<br />
level<br />
dissertation<br />
projects<br />
Kathrin Kaufhold<br />
EATAW 2011Conference, 29 June - 1 July Regional Writing Centre, <strong>University</strong> <strong>of</strong> <strong>Limerick</strong><br />
C1-059<br />
L2 writing<br />
development<br />
Paper 0005<br />
"I love to write ...<br />
but sometimes I<br />
feel 'ugh' I don't<br />
want to read that,<br />
it's too much."<br />
International<br />
students'<br />
challenges with a<br />
Western, postgraduate<br />
curriculum<br />
Martin Sedgley<br />
C1-060<br />
Pedagogic practice<br />
and innovation<br />
Paper 0154<br />
By writers for<br />
writers:<br />
developing a<br />
writer-centred<br />
model <strong>of</strong> the<br />
writing process<br />
Sarah Haas<br />
C1-061<br />
Writing across<br />
international<br />
borders<br />
Symposium 0172<br />
Understanding<br />
the international<br />
student in the<br />
U.S.<br />
Michele Eodice,<br />
Lieneke Mous, Moira<br />
Ozias<br />
C1-062
12.00-12.30 Paper 0010<br />
‘A paradox':<br />
student<br />
experiences<br />
with the<br />
Academic<br />
Writing Centre<br />
at the North-<br />
West <strong>University</strong>,<br />
South Africa<br />
Ellen K.<br />
Materechera,<br />
Mamolahluwa A.<br />
Mokoena,<br />
Livingstone<br />
Makondo<br />
12.30-13.00 Paper 0194<br />
Peer-tutoring in<br />
academic<br />
writing: the<br />
infectious nature<br />
<strong>of</strong> engagement<br />
Íde O'Sullivan,<br />
Lawrence Cleary<br />
13.00-14.00 Lunch<br />
14.00-15.30 Parallel session 2<br />
Charles Parsons/ John Holland/D1-050<br />
C1-063<br />
Empowering writers<br />
Writing centres<br />
and writing<br />
tutoring/mentoring<br />
Paper 0049<br />
Joint<br />
construction in<br />
academic<br />
writing: an<br />
exploration <strong>of</strong><br />
collaborative<br />
learning in an<br />
open and<br />
distance<br />
university<br />
David Donnarumma,<br />
Prithvi Shrestha<br />
Paper 0080<br />
Discouraging<br />
the cut and<br />
paste<br />
generation:<br />
some guidelines<br />
for lecturers<br />
Judith Yoel<br />
D1-049<br />
Writing and<br />
technology<br />
Paper 0038<br />
Improving the<br />
quality <strong>of</strong> peer<br />
feedback in<br />
academic<br />
writing courses<br />
for PhD<br />
students<br />
Lynn Nygaard<br />
Paper 0075<br />
Rethinking selfassessment<br />
as<br />
a pedagogic<br />
means <strong>of</strong><br />
developing<br />
students'<br />
academic<br />
writing<br />
Mary Scott<br />
C1-058<br />
Evaluation and<br />
monitoring <strong>of</strong><br />
writing<br />
Paper 0029<br />
The creation <strong>of</strong> a<br />
transitional<br />
discourse<br />
community to<br />
enhance<br />
academic writing<br />
Karin Zotzmann<br />
Paper 0077<br />
Re-situation<br />
challenges for<br />
international<br />
scholarship<br />
students<br />
‘becoming’<br />
researchers<br />
Margaret Franken<br />
Paper 0119<br />
Confronting the<br />
politics <strong>of</strong> critical<br />
analysis<br />
Zachary Wolfe<br />
Paper 0123<br />
‘Indented with a<br />
4cm margin?' -<br />
the space<br />
between what<br />
students want to<br />
know about<br />
academic<br />
writing and what<br />
we want to tell<br />
them<br />
Claire Penketh,<br />
Margaret Rawlinson<br />
EATAW 2011Conference, 29 June - 1 July Regional Writing Centre, <strong>University</strong> <strong>of</strong> <strong>Limerick</strong><br />
C1-059<br />
L2 writing<br />
development<br />
C1-060<br />
Pedagogic practice<br />
and innovation<br />
C1-061<br />
Writing across<br />
international<br />
borders<br />
C1-062<br />
Writing in the<br />
Disciplines/Writing<br />
Across the<br />
Curriculum
14.00-14.30 Paper 0024<br />
A small school’s<br />
writing center &<br />
shaping the firstyear<br />
curriculum<br />
Joe Essid<br />
14.30-15.00 Paper 0022<br />
Encouraging<br />
transfer in the<br />
writing center<br />
Mary Rosner<br />
15.00-15.30 Paper 0044<br />
The writing<br />
center/centre as<br />
community <strong>of</strong><br />
practice:<br />
shaping a<br />
learning culture<br />
among peer<br />
tutors, students<br />
and faculty<br />
across the<br />
disciplines<br />
Kathleen Shine Cain<br />
Paper 0008<br />
Selfargumentation<br />
and the shaping<br />
<strong>of</strong> student writing<br />
Louis Venter<br />
Paper 0006<br />
Out, out damn<br />
block!<br />
Ann Mott<br />
Paper 0023<br />
Writing the<br />
unknown:<br />
students' lived<br />
experiences as<br />
they compose<br />
new kinds <strong>of</strong><br />
academic writing<br />
Edel Reilly, Gian<br />
Pagnucci, Mary Ann<br />
Rafoth, Ben Rafoth<br />
15.30-16.00 C<strong>of</strong>fee<br />
16.00-17.30 Parallel session 3<br />
Charles Parsons/ John Holland/D1-050<br />
C1-063<br />
Empowering writers<br />
Writing centres<br />
and writing<br />
tutoring/mentoring<br />
Symposium 0120<br />
Promoting<br />
student learning<br />
with a digital<br />
writing<br />
curriculum:<br />
administrator,<br />
instructor, and<br />
student<br />
perspectives<br />
James Porter, Heidi<br />
McKee, Stacy<br />
Kotula<br />
D1-049<br />
Writing and<br />
technology<br />
Paper 0084<br />
Pedagogy <strong>of</strong><br />
feedback on<br />
student<br />
academic<br />
writing: research<br />
supervisor<br />
practices for the<br />
end <strong>of</strong> the<br />
research degree<br />
candidature.<br />
Ge<strong>of</strong> Hill<br />
Workshop 0161<br />
Establishing a<br />
common<br />
language: using<br />
models <strong>of</strong><br />
feedback and<br />
the writing<br />
process to<br />
optimise<br />
feedback events<br />
Sarah Haas<br />
C1-058<br />
Evaluation and<br />
monitoring <strong>of</strong><br />
writing<br />
Paper 0058<br />
Investigating the<br />
effectiveness <strong>of</strong> a<br />
process genrebased<br />
instructional<br />
writing model at<br />
paragraph and<br />
essay levels<br />
Bakhtiar Naghdipour<br />
Workshop 0137<br />
Engaging<br />
students with<br />
short academic<br />
vocabulary<br />
activities<br />
Kathleen Mitchell<br />
Paper 0066<br />
Popular science<br />
writing:<br />
feedback from<br />
authentic<br />
readers<br />
Tineke Jansen,<br />
Jacqueline van<br />
Kruiningen<br />
Paper 0108<br />
Students<br />
performing<br />
written<br />
argumentation:<br />
an expanded<br />
‘discourse'<br />
perspective<br />
Pia Lamberti<br />
Paper 0039<br />
Towards<br />
curriculum<br />
design which<br />
engages<br />
students in<br />
explicitly<br />
developing their<br />
own learning<br />
and writing<br />
skills.<br />
Pat Hill, Cath Ellis<br />
Paper 0162<br />
W<strong>here</strong> In the<br />
world are we?<br />
English,<br />
multilinguality,<br />
and<br />
translinguality<br />
Christiane Donahue<br />
Paper 0174<br />
An investigation<br />
into how<br />
European<br />
students<br />
negotiate the<br />
academic writing<br />
demands <strong>of</strong> an<br />
Australian<br />
university<br />
Johanna Einfalt<br />
Paper 0146<br />
A continuum <strong>of</strong><br />
practices:<br />
investigating<br />
disciplinary<br />
writer identities<br />
Corinne Boz<br />
Paper 0074<br />
What writing<br />
expectations do<br />
UK employers<br />
have <strong>of</strong><br />
engineering<br />
graduates? And<br />
how should<br />
universities<br />
respond?<br />
Trevor Day<br />
Workshop 0102<br />
Teaching<br />
scientific<br />
thinking: a<br />
systematic<br />
approach for<br />
undergraduate<br />
biomedical<br />
science students<br />
EATAW 2011Conference, 29 June - 1 July Regional Writing Centre, <strong>University</strong> <strong>of</strong> <strong>Limerick</strong><br />
C1-059<br />
L2 writing<br />
development<br />
C1-060<br />
Pedagogic practice<br />
and innovation<br />
C1-061<br />
Academic writing<br />
and research<br />
Sara Herd<br />
C1-062<br />
Writing in the<br />
Disciplines/Writing<br />
Across the<br />
Curriculum
16.00-16.30 Symposium 0037<br />
Integrating the<br />
writing center<br />
with the WID<br />
program in light<br />
<strong>of</strong> the student<br />
experience<br />
16.30-17.00<br />
Derek Malone-<br />
France, Christy Zink,<br />
Rachel Riedner<br />
Paper 0089<br />
Meaning<br />
negotiation via<br />
student questions<br />
in teacher-student<br />
conferences:<br />
perspectives on<br />
social positioning<br />
Feng-ming Chi<br />
Paper 0139<br />
Academic writing<br />
in a multi-lingual<br />
and<br />
multidisciplinary<br />
context<br />
Damian Finnegan,<br />
Asko Kauppinen, Anna<br />
Wärnsby<br />
Paper 0032<br />
Test your<br />
academic<br />
writing<br />
competence!<br />
Developing a<br />
web-based tool<br />
for the self<br />
assessment <strong>of</strong><br />
students'<br />
academic<br />
writing<br />
competence<br />
Markus Rheindorf,<br />
Birgit Heumer,<br />
Helmut Gruber<br />
Paper 0068<br />
Developing<br />
academic<br />
writing skills in<br />
art and design<br />
through<br />
blogging<br />
Alke Groppel-<br />
Wegener<br />
Paper 0188<br />
Audio feedback<br />
versus radio<br />
button feedback<br />
Henk Louw<br />
Paper 0113<br />
Using a selfassessment<br />
rubric to clarify<br />
teacher<br />
expectations<br />
and promote<br />
critical reflection<br />
Jenny de Sonneville<br />
Paper 0187<br />
The provision <strong>of</strong><br />
positive and<br />
negative feedback<br />
in ESL academic<br />
writing: Can an<br />
appraisal be a<br />
solution?<br />
Gail Steele<br />
Roundtable 0065<br />
Understanding L2<br />
student<br />
experience to<br />
enhance writing<br />
development<br />
Margo Blythman,<br />
Pamela Childers, Jane<br />
Milton, Joan Mullin<br />
Paper 0088<br />
The politics <strong>of</strong><br />
teaching<br />
research writing<br />
in the global<br />
social sciences:<br />
Insights from<br />
theory and<br />
students'<br />
experience<br />
Kate Cadman<br />
Paper 0083<br />
Thesis and<br />
dissertation<br />
writing: a<br />
contextual<br />
approach<br />
Lindy Woodrow<br />
Paper 0025<br />
An investigation<br />
into student and<br />
staff<br />
expectations <strong>of</strong><br />
the academic<br />
essay's thesis<br />
statement<br />
Alex Baratta<br />
Paper 0064<br />
Difficulties in<br />
academic writing<br />
- a study with<br />
Portuguese<br />
graduate<br />
students<br />
José Brandão<br />
Carvalho<br />
Paper 0013<br />
Developing<br />
realistic<br />
approaches to<br />
respond to the<br />
subject specific<br />
writing needs <strong>of</strong><br />
postgraduate<br />
students<br />
Karin Whiteside,<br />
Vicky Collins<br />
Paper 0121<br />
An approach to<br />
content and<br />
language<br />
integration in<br />
undergraduate<br />
computer<br />
science:<br />
theoretical<br />
framework and<br />
practical<br />
development <strong>of</strong><br />
model curricula<br />
Paul V Anderson,<br />
Magnus Gustafsson<br />
EATAW 2011Conference, 29 June - 1 July Regional Writing Centre, <strong>University</strong> <strong>of</strong> <strong>Limerick</strong>
17.00-17.30 Paper 0070<br />
17.40-18.10 Jean Monnet Theatre (DG016)<br />
EATAW Pre-election forum<br />
18.15 Atrium Foundation Building<br />
Welcome reception<br />
The advantages<br />
and<br />
disadvantages<br />
<strong>of</strong> using Moodle<br />
platform to set<br />
up an English<br />
academic<br />
writing OWL<br />
Jeffrey Verhey<br />
Paper 0155<br />
Teacher<br />
commentary<br />
from ESL<br />
writers’<br />
perspectives<br />
Hedy McGarrell<br />
Thursday 30 June 2011<br />
08.30 Registration opens<br />
Jean Monnet Theatre (DG016)<br />
09.00-10.00 Keynote presentation: Dr. Katrin Girgensohn, Europa-Universität Viadrina, Frankfurt (Oder)<br />
How student experience can shape writing centers<br />
10.00-11.00 EATAW General Assembly<br />
11.00-11.30 C<strong>of</strong>fee<br />
11.30-13.00 Parallel session 1<br />
Charles Parsons/ John Holland/D1-050<br />
C1-063<br />
Student writing in<br />
Writing centres<br />
and writing<br />
tutoring/mentoring<br />
transition<br />
D1-049<br />
Writing and<br />
technology<br />
C1-058<br />
Evaluation and<br />
monitoring <strong>of</strong><br />
writing<br />
Paper 0009<br />
Improving the<br />
international<br />
post-graduate<br />
student<br />
experience in<br />
British HE.<br />
Gill Byrne, Halina<br />
Harvey<br />
Paper 0183<br />
Towards a<br />
literacy for<br />
academic<br />
purposes? How<br />
'Academic<br />
Literacies' might<br />
contribute to our<br />
understanding <strong>of</strong><br />
the academic<br />
writing <strong>of</strong><br />
international<br />
students.<br />
Stuart Wrigley<br />
Paper 0072<br />
Sequencing the<br />
integration <strong>of</strong><br />
content and<br />
language at a<br />
bachelor<br />
programme <strong>of</strong><br />
engineering: an<br />
inventory <strong>of</strong><br />
student<br />
experience and<br />
understanding<br />
Carl Johan Carlsson,<br />
Andreas Eriksson<br />
EATAW 2011Conference, 29 June - 1 July Regional Writing Centre, <strong>University</strong> <strong>of</strong> <strong>Limerick</strong><br />
C1-059<br />
Student development<br />
through staff<br />
development<br />
C1-060<br />
Pedagogic practice<br />
and innovation<br />
C1-061<br />
Academic writing<br />
and research<br />
C1-062<br />
Writing in the<br />
Disciplines/Writing<br />
Across the<br />
Curriculum
11.30-12.00 Paper 0081<br />
Multi-cultural<br />
identities in the<br />
writing center<br />
Judith Yoel<br />
12.00-12.30 Paper 0104<br />
How do tutees<br />
experience peer<br />
tutoring in<br />
writing? A<br />
qualitative<br />
research based<br />
on interviews<br />
Nora Peters,<br />
Simone Tschirpke<br />
12.30-13.00 Paper 0007<br />
Rethinking our<br />
context and the<br />
ethics <strong>of</strong> the<br />
pedagogy we<br />
hold dear<br />
13.00-14.00 Lunch<br />
Lawrence Cleary,<br />
Catherine Jeanneau<br />
14.00-15.30 Parallel session 2<br />
Charles Parsons/<br />
C1-063<br />
Writing centres<br />
and writing<br />
tutoring/mentoring<br />
Paper 0031<br />
Making the<br />
transition to<br />
writing-intensivelearning<br />
during<br />
the first year <strong>of</strong><br />
university:<br />
Foundational<br />
Academic<br />
Literacy at Simon<br />
Fraser <strong>University</strong>,<br />
Canada<br />
Steve Marshall<br />
Paper 0053<br />
A writing-fromsources<br />
interdisciplinary<br />
approach<br />
Leila C.S. Rodrigues,<br />
José António Ribeiro<br />
Lopes<br />
Paper 0063<br />
Enhancing<br />
student<br />
engagement in an<br />
academic writing<br />
course through an<br />
"academic writing<br />
survey"<br />
Ramona Tang<br />
John Holland/D1-050<br />
Student writing in<br />
transition<br />
Paper 0041<br />
Developing an<br />
online writing<br />
assistant (for<br />
academic<br />
Dutch)<br />
Serge Verlinde,<br />
Lieve De Wachter<br />
Paper 0169<br />
Plagiarism in<br />
practice: an<br />
exploration <strong>of</strong><br />
self-reported<br />
views versus<br />
applied<br />
recognition and<br />
avoidance<br />
Angelica Risquez,<br />
Ann Ledwith,<br />
Midhele O´Dwyer<br />
Paper 0087<br />
Influence <strong>of</strong><br />
modern media<br />
on academic<br />
writing<br />
Jasna Shannon<br />
D1-049<br />
Writing and<br />
technology<br />
Paper 0051<br />
The impact <strong>of</strong><br />
group social<br />
dynamics on<br />
assessmentscript<br />
moderation<br />
sessions<br />
Gulay Yigit<br />
Paper 0149<br />
The impact <strong>of</strong><br />
research-based<br />
writing on<br />
student learning<br />
experience:<br />
issues <strong>of</strong><br />
evaluation<br />
Nadya Yakovchuk,<br />
Sally Mitchell<br />
Paper 0110<br />
What PhD<br />
assessors<br />
observe that<br />
(some) PhD<br />
candidates do<br />
NOT know<br />
about academic<br />
writing<br />
Peter Stray<br />
Jorgensen, Lotte<br />
Rienecker<br />
C1-058<br />
Evaluation and<br />
monitoring <strong>of</strong><br />
writing<br />
Paper 0015<br />
Supporting<br />
academic writing<br />
through the lens<br />
<strong>of</strong> critical thinking.<br />
Roisin Donnelly,<br />
Marian Fitzmaurice<br />
Paper 0095<br />
Sharing a writing<br />
philosophy: the<br />
alignment <strong>of</strong> a<br />
curriculum for<br />
tutors as student<br />
writers<br />
Claire Penketh<br />
Paper 0152<br />
Pick-n-Mix: a<br />
typology <strong>of</strong><br />
writers' groups<br />
Sarah Haas<br />
Paper 0030<br />
The emergence<br />
<strong>of</strong> narrative in<br />
the early stages<br />
<strong>of</strong> writing a<br />
doctoral thesis<br />
Simon Williams<br />
Paper 0145<br />
Strengthening<br />
learner<br />
autonomy in<br />
academic<br />
writing<br />
Jeffrey Maryanow<br />
Paper 0192<br />
A framework for<br />
the assessment<br />
<strong>of</strong> information<br />
sources<br />
Trevor Young<br />
Paper 0055<br />
The use <strong>of</strong><br />
articles in<br />
academic<br />
writing<br />
Renata Šimůnková<br />
Paper 0105<br />
The policeman<br />
in your head:<br />
towards a<br />
psychoanalytic<br />
understanding<br />
<strong>of</strong> the student<br />
writer's inner<br />
critic<br />
Adrian Chapman<br />
Paper 0026<br />
Braincompatible<br />
teaching in an<br />
academic<br />
writing class<br />
Zsuzsanna Munday<br />
Paper 0193<br />
Peer feedback in<br />
the context <strong>of</strong> an<br />
intensive writing<br />
seminar<br />
Roman Banzer<br />
Paper 0086<br />
WAC/WID<br />
Influence in law<br />
education in the<br />
U.S.: results <strong>of</strong> a<br />
new study<br />
Jean Thaiss, Chris<br />
Thaiss<br />
Paper 0103<br />
Writing<br />
requirements<br />
students have to<br />
fulfil in their<br />
pr<strong>of</strong>essional lives<br />
Carmen Mertlitsch<br />
EATAW 2011Conference, 29 June - 1 July Regional Writing Centre, <strong>University</strong> <strong>of</strong> <strong>Limerick</strong><br />
C1-059<br />
Academics and<br />
postgraduate<br />
students developing<br />
as writers<br />
C1-060<br />
Pedagogic practice<br />
and innovation<br />
C1-061<br />
Pedagogic practice<br />
and innovation<br />
C1-062<br />
Writing in the<br />
Disciplines/Writing<br />
Across the<br />
Curriculum
14.00-14.30 Paper 0114<br />
Questioning<br />
questions:<br />
exploring<br />
questions in<br />
one-to-one<br />
academic<br />
writing support<br />
consultations<br />
James Binchy, Brian<br />
Clancy<br />
14.30-15.00 Paper 0128<br />
The tutorial<br />
writing event: an<br />
exploration <strong>of</strong><br />
academic<br />
literacy/ies in<br />
student-tutor<br />
interactions<br />
Catalina Neculai<br />
15.00-15.30 Paper 0150<br />
Moving from a<br />
staff to a team:<br />
building trust<br />
and Increasing<br />
student<br />
autonomy in<br />
writing<br />
Shawn Kemp<br />
15.30-16.00 C<strong>of</strong>fee<br />
Paper 0106<br />
Student writing in<br />
transition:<br />
academic writing<br />
transition points<br />
for undergraduate<br />
modern<br />
languages<br />
students<br />
Marianne Cole<br />
Paper 0093<br />
Teaching<br />
rhetorical reading<br />
<strong>of</strong> primary<br />
scientific literature<br />
to first-year<br />
undergraduates: a<br />
two-stage writing<br />
assignment<br />
John Bean<br />
Paper 0125<br />
Enhancing<br />
students'<br />
involvement in the<br />
assessment<br />
process:<br />
strategies to<br />
improve first-year<br />
undergraduates'<br />
experiences <strong>of</strong><br />
academic writing<br />
at university<br />
Kay Sambell, Linda<br />
Graham<br />
Paper 0109<br />
Engaging<br />
students in the<br />
topic <strong>of</strong><br />
plagiarism by<br />
using a student<br />
response<br />
system<br />
Chris Ireland, John<br />
English<br />
Paper 0115<br />
Audiovisual<br />
feedback for<br />
assignments in<br />
higher<br />
education: a<br />
pilot study<br />
Kirstie Edwards,<br />
Anne-Florence<br />
Dujardin<br />
Paper 0127<br />
Mobilising<br />
insessional<br />
writing classes<br />
Weronika Gorska,<br />
Saima Sherazi<br />
Paper 0111<br />
Word level<br />
specificity in<br />
peer feedback<br />
and its effect on<br />
changes made<br />
in academic<br />
writing: a corpus<br />
based<br />
investigation<br />
Djuddah Leijen<br />
Workshop 0073<br />
Learning and<br />
assessing: the<br />
purpose and<br />
design <strong>of</strong><br />
grading rubrics<br />
Filitsa S<strong>of</strong>ianou-<br />
Mullen, John W.<br />
Mullen<br />
Paper 0107<br />
Supporting<br />
academics as<br />
writers in Trinity<br />
College Dublin:<br />
evaluating<br />
outcomes<br />
Ciara O'Farrell<br />
Paper 0035<br />
Short and longterm<br />
effects <strong>of</strong><br />
writing<br />
intervention from<br />
a psychological<br />
perspective on<br />
pr<strong>of</strong>essional and<br />
academic writing<br />
in higher<br />
education - the<br />
writers' workshop<br />
Nancy Keranen, Sara<br />
Merino Munive<br />
Paper 0056<br />
Addressing<br />
research<br />
completion issues<br />
through the<br />
development <strong>of</strong><br />
cognitive<br />
behavioural<br />
coaching<br />
elements within<br />
postgraduate<br />
support programs<br />
Treasa Campbell,<br />
Dearbhla McCarthy<br />
Paper 0079<br />
Educational<br />
design as<br />
conversation.<br />
Interpr<strong>of</strong>essional<br />
dialogue about<br />
the teaching <strong>of</strong><br />
academic<br />
communication<br />
skills<br />
Jacquelne van<br />
Kruiningen<br />
Paper 0096<br />
Criteria for<br />
writing a<br />
literature review<br />
John O'Sullivan,<br />
Myriam van Reenen<br />
Paper 0159<br />
Logical thinking<br />
skills in<br />
academic<br />
writing: a<br />
practical and<br />
productive<br />
approach to<br />
teaching<br />
academic<br />
writing (for<br />
graduate<br />
students)<br />
Wai Ling Lai<br />
Paper 0148<br />
‘Am I allowed to<br />
use pronouns in<br />
academic<br />
writing?' The<br />
use <strong>of</strong> I and we<br />
in pr<strong>of</strong>essional<br />
academic<br />
writing<br />
Dimitra Vladimirou<br />
Paper 0173<br />
The pedagogic<br />
corpus and the<br />
enhancement <strong>of</strong><br />
writing skills<br />
Angela Chambers<br />
Paper 0184<br />
Grassroots WAC:<br />
growing writing<br />
groups in large<br />
first-year courses<br />
Liv Marken<br />
Paper 0178<br />
A variation on the<br />
case study:<br />
enabling student<br />
community<br />
through<br />
cooperative<br />
writing projects<br />
Deborah Breen<br />
Paper 0082<br />
Ukrainian<br />
students as<br />
writers: a solitary<br />
endeavour or<br />
collaboration?<br />
Halyna Kaluzhna,<br />
Tetyana Fityo, Ihor<br />
Devlysh, Oksana<br />
Andruschak<br />
EATAW 2011Conference, 29 June - 1 July Regional Writing Centre, <strong>University</strong> <strong>of</strong> <strong>Limerick</strong>
16.00-17.00 Parallel session 3<br />
Charles Parsons/<br />
C1-063<br />
Writing centres<br />
and writing<br />
tutoring/mentoring<br />
16.00-16.30 Paper 0175<br />
An ecological<br />
niche for writer's<br />
development<br />
Gabriela Ruhmann<br />
16.30-17.00 Paper 0190<br />
Writing support<br />
for 21 st -century<br />
students and<br />
academics: the<br />
Coventry Online<br />
Writing Lab<br />
(COWL) project<br />
Lisa Ganobcsik-<br />
Williams<br />
John Holland/D1-050<br />
Student writing in<br />
transition<br />
Paper 0130<br />
The essence <strong>of</strong><br />
academic writing<br />
up front: diploma<br />
students Working<br />
with a peerreviewed<br />
article in<br />
week one<br />
Anker Helms<br />
Jorgensen<br />
Paper 0134<br />
Controlled<br />
process writing to<br />
enhance the<br />
academic writing<br />
<strong>of</strong> first-year<br />
students<br />
Wena Coetzee<br />
D1-049<br />
Writing and<br />
technology<br />
Paper 0147<br />
Clicking<br />
quandaries:<br />
writing courses<br />
and the role <strong>of</strong><br />
information<br />
literacy<br />
Alan Dykstra<br />
Paper 0016<br />
Peer feedback<br />
on writing: Is online<br />
actually<br />
better than onpaper?<br />
Josephine Ellis<br />
C1-058<br />
Academic writing<br />
and research<br />
Workshop 0180<br />
Looking into the<br />
black box: How<br />
can we learn<br />
what students<br />
think about their<br />
writing process?<br />
Melanie<br />
Brinkschulte, Ella<br />
Grießhammer, David<br />
Kreitz, Annett<br />
Mudoh, Nadine<br />
Stahlberg<br />
EATAW 2011Conference, 29 June - 1 July Regional Writing Centre, <strong>University</strong> <strong>of</strong> <strong>Limerick</strong><br />
C1-059<br />
Academics and<br />
postgraduate<br />
students developing<br />
as writers<br />
Paper 0117<br />
Pr<strong>of</strong>essional<br />
development and<br />
student writing<br />
Tom Greenwald<br />
Paper 0153<br />
Developing<br />
Scientific Writers:<br />
Writers' Retreats<br />
and Writers'<br />
Groups for PhD<br />
students<br />
Sarah Haas<br />
C1-060<br />
Pedagogic practice<br />
and innovation<br />
Workshop 0057<br />
Creative vision<br />
and the<br />
academic<br />
essay: teaching<br />
composition<br />
students to think<br />
(and write) like<br />
artists<br />
Steve Sherwood,<br />
Pamela Childers,<br />
Malcolm Childers<br />
Jean Monnet Theatre (DG016)<br />
17.10-18.10 Keynote presentation: Pr<strong>of</strong>. Peter Elbow, <strong>University</strong> <strong>of</strong> Massachusetts, Amherst<br />
How student experience with everyday speaking and spoken language can improve their academic writing<br />
19.30 Stable’s Club (Campus)<br />
Conference dinner: BBQ and Céilí<br />
Friday 1 July 2011<br />
09.00 Registration opens<br />
Jean Monnet Theatre (DG016)<br />
09.15-9.45 Whole conference session: EATAW election results<br />
10.00-11.00 Parallel session 1<br />
Charles Parsons/ John Holland/D1-050 D1-049<br />
C1-063<br />
Student writing in Academic writing<br />
Writing centres and<br />
writing<br />
tutoring/mentoring<br />
transition<br />
and research<br />
C1-058<br />
Genre-based<br />
writing<br />
C1-059<br />
Academics and<br />
postgraduate<br />
students developing<br />
as writers<br />
C1-060<br />
Pedagogic practice<br />
and innovation<br />
C1-061<br />
Pedagogic practice<br />
and innovation<br />
Workshop 0135<br />
Accommodating<br />
different<br />
learning styles<br />
in the teaching<br />
<strong>of</strong> academic<br />
writing<br />
Liesbeth Adelmeijer,<br />
Marja Blees<br />
C1-061<br />
Pedagogic practice<br />
and innovation<br />
C1-062<br />
Writing in the<br />
Disciplines/Writing<br />
Across the<br />
Curriculum<br />
Workshop 0131<br />
Developing a<br />
writing<br />
consultants<br />
program:<br />
challenges for<br />
the teacher,<br />
tutor, and/or<br />
administrator<br />
Crystal Bickford<br />
C1-062<br />
Writing in the<br />
Disciplines/Writing<br />
Across the<br />
Curriculum
10.00-10.30 Workshop 0047<br />
Peer coach<br />
program:<br />
fostering a<br />
community and<br />
culture <strong>of</strong> writing<br />
amongst<br />
undergraduates<br />
Paper 0156<br />
Writing across the<br />
divide<br />
Brenda McComb<br />
Paper 0011<br />
Teaching<br />
academic<br />
writing to<br />
academic staff<br />
in Oslo:<br />
alienation and<br />
ownership<br />
Allyson Skene,<br />
Ann Torday Gulden<br />
Nancy Johnston<br />
10.30-11.00 Paper 0021<br />
11.00-11.30 C<strong>of</strong>fee<br />
11.30-12.30 Parallel session 2<br />
Charles Parsons/<br />
C1-063<br />
Writing centres and<br />
writing<br />
tutoring/mentoring<br />
11.30-12.00 Paper 0076<br />
'Wots da<br />
problem?'<br />
Student<br />
attitudes to, and<br />
difficulties with,<br />
academic writing<br />
at NUI, Galway<br />
Dorothy Ní Uigín,<br />
Sandra Bunting<br />
John Holland/D1-050<br />
Student writing in<br />
transition<br />
Paper 0185<br />
‘Developing<br />
student academic<br />
writers and writing<br />
through a deeper<br />
understanding <strong>of</strong><br />
their prior<br />
experiences and<br />
knowledge <strong>of</strong><br />
writing'<br />
Sherran Clarence<br />
One country,<br />
three<br />
languages: a<br />
comparison <strong>of</strong><br />
writing cultures<br />
in Swiss higher<br />
education<br />
Otto Kruse,<br />
Madalina Chitez<br />
D1-049<br />
Academic writing<br />
and research<br />
Paper 0067<br />
Charting<br />
discourse<br />
practices: a<br />
diachronic<br />
analysis <strong>of</strong><br />
EATAW<br />
abstracts, 2001-<br />
2009<br />
Judith Kearns, Brian<br />
Turner<br />
Paper 0094<br />
Reading before<br />
writing<br />
Birger Solheim<br />
Paper 0138<br />
Genre analysis<br />
and the student<br />
experience<br />
James Donohue<br />
C1-058<br />
Genre-based<br />
writing<br />
Paper 0168<br />
Genre as a<br />
pedagogical<br />
resource in<br />
disciplinary<br />
learning: the<br />
affordances <strong>of</strong><br />
genres<br />
Fiona English<br />
Workshop 0020<br />
Calling on the<br />
right brain:<br />
helping your<br />
research students<br />
(and yourself)<br />
with research<br />
writing<br />
Cecily Scutt, Krystyna<br />
Haq<br />
Workshop 0061<br />
Context matters:<br />
understanding<br />
the local<br />
embeddedness<br />
<strong>of</strong> teaching<br />
(with) writing<br />
Swantje Lahm,<br />
Stefanie Haacke,<br />
Nadja Sennewald<br />
Workshop 0167<br />
Putting the ‘I'<br />
into writing:<br />
using freewriting<br />
to develop an<br />
authorial voice<br />
Mary Davies<br />
Roundtable 0163<br />
Research for<br />
dialogue:<br />
studying student<br />
writing to develop<br />
faculty<br />
Cinthia Gannett, John<br />
Brereton, Christiane<br />
Donahue, Mary<br />
Deane<br />
EATAW 2011Conference, 29 June - 1 July Regional Writing Centre, <strong>University</strong> <strong>of</strong> <strong>Limerick</strong><br />
C1-059<br />
Academics and<br />
postgraduate<br />
students developing<br />
as writers<br />
Workshop 0092<br />
Publish now!<br />
Workshopping<br />
book reviews with<br />
doctoral students<br />
Mark Beittel<br />
C1-060<br />
Pedagogic practice<br />
and innovation<br />
Workshop 0071<br />
“The sooner we<br />
fall behind, the<br />
more time we<br />
have to catch<br />
up“- How to fight<br />
procrastination<br />
in writing?<br />
Anja Poloubotko,<br />
Ariane Hoyer,<br />
Franziska Liebetanz<br />
C1-061<br />
Pedagogic practice<br />
and innovation<br />
Workshop 0186<br />
Is three really a<br />
magic number?<br />
Triads for talking<br />
about writing<br />
John Hilsdon<br />
C1-062<br />
Writing in the<br />
Disciplines/Writing<br />
Across the<br />
Curriculum<br />
Workshop 0003<br />
Sustainable<br />
faculty<br />
development in<br />
support <strong>of</strong><br />
student writing<br />
Georgia Rhoades,<br />
Elizabeth Carroll,<br />
Elizabeth West,<br />
Dennis Bohr, Erin<br />
Zimmerman, Travis<br />
Rountree, Sherry
12.00-12.30 Paper 0046<br />
Easily<br />
navigating the<br />
pond: looking<br />
behind the<br />
curtain <strong>of</strong> an<br />
American<br />
community<br />
college writing<br />
center<br />
Megan Schutte<br />
12.30-13.30 Lunch<br />
13.30-14.30 Parallel session 3<br />
Charles Parsons/<br />
C1-063<br />
Writing and<br />
technology<br />
13.30-14.00 Workshop 0141<br />
The role <strong>of</strong><br />
student<br />
experience in<br />
integrating eplatforms<br />
in<br />
academic writing<br />
Reihaneh Eskandari,<br />
Lisa-Marie Teubler,<br />
Asko Kauppinen,<br />
Anna Wärnsby,<br />
Damian Finnegan<br />
Paper 0189<br />
The academic<br />
writing course as<br />
initiation into<br />
academia<br />
Marlies Taljard<br />
John Holland/D1-050<br />
Student writing in<br />
transition<br />
Workshop 0054<br />
Showing up<br />
empty handed:<br />
using writing to<br />
promote learning<br />
transfer from<br />
foundation<br />
courses.<br />
Robert Smart,<br />
Suzanne Hudd,<br />
Andrew Delohery<br />
Paper 0028<br />
Seeing is<br />
believing: a<br />
survey-driven<br />
approach to<br />
academic<br />
writing for<br />
engineering<br />
students<br />
Jeroen Lievens<br />
D1-049<br />
Academic writing<br />
and research<br />
Paper 0116<br />
Time to ditch<br />
reflective<br />
writing: an<br />
investigation<br />
into healthcare<br />
tutors'<br />
understandings<br />
<strong>of</strong> reflective<br />
writing.<br />
Teresa McConlogue<br />
Paper 0033<br />
Using genre<br />
theory to reach<br />
student<br />
expectations in<br />
a university<br />
bridging course<br />
Taryn Bernard<br />
C1-058<br />
Genre-based<br />
writing<br />
Paper 0171<br />
Academic and<br />
scientific texts:<br />
the same or<br />
different<br />
communities?<br />
David Russell<br />
C1-059 C1-060<br />
Pedagogic practice<br />
and innovation<br />
Workshop 0122<br />
Integrating<br />
content and<br />
language for<br />
enhanced<br />
learning:<br />
challenges <strong>of</strong><br />
sustainability<br />
and scale<br />
Magnus Gustafsson,<br />
Andreas Eriksson<br />
Alusow Hart<br />
EATAW 2011Conference, 29 June - 1 July Regional Writing Centre, <strong>University</strong> <strong>of</strong> <strong>Limerick</strong><br />
C1-061<br />
Pedagogic practice<br />
and innovation<br />
Paper 0014<br />
Writing for<br />
publication:<br />
using an<br />
apprenticeship<br />
model <strong>of</strong><br />
learning in a<br />
student<br />
undergraduate<br />
sociology<br />
journal<br />
Patricia Neville,<br />
Martin J Power,<br />
Cliona Barnes,<br />
Amanda Haynes<br />
C1-062<br />
Writing in the<br />
Disciplines/Writing<br />
Across the<br />
Curriculum<br />
Roundtable 0144<br />
You have your<br />
institutional<br />
writing<br />
requirement-Now<br />
what? Creating<br />
experiencial<br />
writing<br />
assignment<br />
templates to<br />
encourage a<br />
move beyond the<br />
traditional<br />
research paper.
14.00-14.30<br />
14.45-15.45<br />
Jean Monnet Theatre (DG016)<br />
Panel discussion (Keynote speakers)<br />
Closing session<br />
16.00-18.00 EATAW Board meeting (Writing Centre)<br />
21.30 Optional excursion<br />
Paper 0027<br />
Academic<br />
writing – the<br />
students’ view<br />
Esther Breuer<br />
Traditional music session: Dolan’s (<strong>Limerick</strong> City)<br />
Own transport to be arranged.<br />
Paper 0034<br />
Improving the<br />
teaching <strong>of</strong><br />
academic<br />
genres in highenrollment<br />
courses across<br />
disciplines: a<br />
three-year<br />
reiterative study<br />
Chris Thaiss,<br />
Brenda Rinard<br />
Paper 0157<br />
The pedagogical<br />
potential <strong>of</strong><br />
student<br />
publications: reimagining<br />
the<br />
acceptance/reje<br />
ction letter as an<br />
opportunity for<br />
student<br />
engagement<br />
Keri Bertino<br />
Jennifer Lawrence,<br />
George Pullman,<br />
Brennan Collins,<br />
Shelby Frost<br />
EATAW 2011Conference, 29 June - 1 July Regional Writing Centre, <strong>University</strong> <strong>of</strong> <strong>Limerick</strong>
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