Writing Programs Worldwide - Profiles of Academic Writing in Many Places, 2012a

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Wu Du, R., & Jiang, Y. (2001). “China English” in the past 20 years. Foreign Language Teaching and Research, 33(1), 37-41. Halliday, M. A. K. (1973). Explorations in the functions of language. London: Edward Arnold. Kennedy, G. (1998). An introduction to corpus linguistics. London: Addison- Wesley-Longman. Wu, D. (2010). Introducing WAC into China: Feasibility and adaptation (Unpublished doctoral dissertation). Clemson University, South Carolina. Yang, D. (2000). EFL error patterns in China. Xi’an, Shaanxi, China: Shaanxi People’s Publishing House. 146
CHAPTER 13. TRAINING EXPERIENCES IN READING AND WRITING IN A COLOMBIAN UNIVERSITY: THE PERSPECTIVE OF A PROFESSOR By Elizabeth Narváez Cardona Universidad Autónoma de Occidente (Colombia) This paper emerges from the author’s trajectory as a professor and researcher in the Reading and Writing field at a Colombian University. The study features three institutional experiences: teaching reading and writing in a course of professional training; a training proposal for professors; and training for beginning researchers as writers. The reflection on the pedagogic actions and tensions that emerged shows that the initiatives and trajectories of such experiences are derived from professional efforts of teaching and researching. Although these experiences are not necessarily dependant on institutional policies, it is evident that the professional connection between researching and didactic formation strengthens the existence and visibility of initiatives in the context of a South American university. BRIEF CONTEXT A review of the research literature on reading and writing in Colombia shows clearly that students need to become academic and professional writers. 1 The curricular policy at universities is for students to attend one or two courses on reading and writing only at the beginning of their education, in order to address unresolved issues that remain from education prior to university. The review shows that the theoretical perspectives that support teaching in these courses comes from the language sciences, specifically textual linguistics and analysis of discourse, as traditional research has come from these areas of knowledge. These courses run from16 to 18 weeks; the textual production of argumentative papers is encouraged, mainly essays. The activities are organized from a psycho- DOI: https://doi.org/10.37514/PER-B.2012.0346.2.13 147
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WRITING PROGRAMS WORLDWIDE PROFILES
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PERSPECTIVES ON WRITING Series Edit
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The WAC Clearinghouse, Fort Collins
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Contents 12. Xi’an International
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Contents 36. A Writing Center Journ
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2 This map was created by Ray Summe
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CHAPTER 1. ORIGINS, AIMS, AND USES
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Origins, Aims, and Uses of Writing
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CHAPTER 2. TEACHING ACADEMIC LITERA
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Universidad Nacional de General Sar
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CHAPTER 3. WRITING TO LEARN BIOLOGY
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Universidad de Buenos Aires (Argent
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CHAPTER 4. DEVELOPING STUDENTS’ W
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Queensland University of Technology
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Purser the teaching of academic wri
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Purser MEANS AND MEANING OF SUPPORT
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Purser DISCUSSIONS AND HOPED-FOR RE
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Purser Collaboration in this proble
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Purser ary approach is not only pos
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Purser the context, as the building
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Purser UniLearning. (n.d.). Univers
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Doleschal who is at the same time f
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Doleschal and Media studies in Klag
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Doleschal The idea to work with stu
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Doleschal Ziel des SchreibCenters d
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Doleschal reiben: Konzepte, Methode
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Gruber because my course had never
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Gruber assumes that each utterance
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Gruber the text, whereas the word-l
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Gruber on the e-learning platform o
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Gruber for the automobile industry
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Gruber 3. This latter view marks a
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CHAPTER 8. FROM REMEDIATION TO THE
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Page 116 and 117: Motta-Roth institutions. The city h
Page 118 and 119: Motta-Roth but since it has not bee
Page 120 and 121: Motta-Roth This unfortunately is th
Page 122 and 123: Motta-Roth focuses on their own (re
Page 124 and 125: Motta-Roth students’ engagement i
Page 126 and 127: Motta-Roth Soares, M. (1999). Letra
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Page 130 and 131: Graves and Graves In 2010, the Writ
Page 132 and 133: Graves and Graves ing what to write
Page 134 and 135: Graves and Graves unremarkable. Now
Page 136 and 137: Graves and Graves we collected ever
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Page 145 and 146: University of Winnipeg (Canada) mak
Page 147 and 148: University of Winnipeg (Canada) stu
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Page 186 and 187: Rienecker and Stray Jørgensen stud
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Page 190 and 191: Blåsjö, M. (2000): Uppsatsens yta
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Page 196 and 197: Golson and Holdijk ing committees,
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Deane and Ganobcsik-Williams a faci
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Deane and Ganobcsik-Williams tre mo
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Deane and Ganobcsik-Williams Foster
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CHAPTER 18. THINKING WRITING AT QUE
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Queen Mary, University of London (E
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Boch and Frier tion (15-18 years ol
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Boch and Frier ture, linguistics, l
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Boch and Frier knowledge (building
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Boch and Frier higher education pra
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Boch and Frier http://www.enseignem
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CHAPTER 20. LITERACY DEVELOPMENT PR
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University of Education, Freiburg,
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CHAPTER 21. WRITING AT RWTH AACHEN
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RWTH Aachen (Germany) newspapers an
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RWTH Aachen (Germany) • Analysis
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RWTH Aachen (Germany) After visitin
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RWTH Aachen (Germany) PROBLEMS AND
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RWTH Aachen (Germany) amzik, G. Ant
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CHAPTER 22. STUDENT WRITING IN THE
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University of Madras (India) polita
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University of Madras (India) Depart
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University of Madras (India) • Te
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University of Madras (India) writin
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CHAPTER 23. THE REGIONAL WRITING CE
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University of Limerick (Ireland)
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University of Limerick (Ireland) de
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University of Limerick (Ireland) ba
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University of Limerick (Ireland) wa
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CHAPTER 24. NEW WRITING IN AN OLD L
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Achva Academic College of Education
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CHAPTER 25. THE DEVELOPMENT OF AN A
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Radboud University Nijmegen (Nether
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CHAPTER 26. TEACHING WRITING AT AUT
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AUT University, Auckland (New Zeala
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Emerson think you have the kind of
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Emerson that there was concern to s
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Emerson By 2000, then, Massey had d
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Emerson Two practical factors have
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Emerson Conference. Paper presented
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CHAPTER 28. THE WRITING CENTRE AT S
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Saint Mary’s University College,
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García-Arroyo and Quintana our uni
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García-Arroyo and Quintana that tu
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García-Arroyo and Quintana tion, S
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García-Arroyo and Quintana Harris,
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McMillan to meet the standards of p
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McMillan Hence, University recognit
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McMillan understanding “studentne
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McMillan with subject specialists i
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McMillan MOVING FORWARD The integra
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McMillan Sharples, M. (1999) How we
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Archer for Academic Development, or
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Archer sources of our students. The
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Archer developmental paths of indiv
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Archer the final essay was 50.9%).
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Archer Development, Religious Studi
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Archer Bourdieu, P. (1991). Languag
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Solé, Teberosky, and Castelló •
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Solé, Teberosky, and Castelló tau
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Solé, Teberosky, and Castelló 1.
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Solé, Teberosky, and Castelló BLO
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Solé, Teberosky, and Castelló 1.
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CHAPTER 33. MULTI-DISCIPLINARY, MUL
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Chalmers University of Technology (
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CHAPTER 34. SHAPING THE MULTIMEDIA
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Zurich University of Applied Scienc
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CHAPTER 35. THE PLACE OF WRITING IN
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Tokay is in English, the School of
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Tokay ARCHIVES SUWC has its program
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Tokay research papers and essays, e
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Tokay designs two contests every ac
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Tokay The International Writing Cen
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CHAPTER 37. WRITING PROGRAMS WORLDW
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American University of Sharjah (Uni
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Hirsch and Paoli colleges, the Maca
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Hirsch and Paoli ing instructional
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Hirsch and Paoli opportunities for
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Hirsch and Paoli throughout the aca
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Hirsch and Paoli comprehension and
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Hirsch and Paoli and course assessm
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Hirsch and Paoli Map of Knowledge,
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Hirsch and Paoli riculum. In J. Sum
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Thaiss and Goodman the gold fields
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Thaiss and Goodman and ongoing chal
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Thaiss and Goodman upper-level cour
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Thaiss and Goodman The full-time pr
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Thaiss and Goodman The writing mino
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Thaiss and Goodman REFERENCES Brere
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Bräuer began its work in Bielefeld
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Bräuer impact of the concept of pe
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Bräuer using the portfolio in the
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Bräuer German-speaking higher educ
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Bräuer needs and goals of the part
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Bräuer ters (e.g., see websites of
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Bräuer STUCK IN A TRADITIONAL ROLE
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Bräuer development of academic wri
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Bräuer Gere, A. (1987). Writing gr
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Carlino gogical assistance was prov
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Carlino Written “conversations”
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Carlino sessed of their social natu
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Carlino WRITING CENTERS The idea of
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Carlino WRITING INSTRUCTION INTERWO
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Carlino REFERENCES Bazerman, C., Li
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Carlino Vázquez, A., & Jakob, I. (
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Ganobcsik-Williams independent writ
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Ganobcsik-Williams New Zealand, Bel
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Ganobcsik-Williams detailed in Kath
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Ganobcsik-Williams works that have
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Ganobcsik-Williams 6. While other U
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Ganobcsik-Williams McLeod, S. H., &
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ABOUT THE AUTHORS AND EDITORS Arlen
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Authors and Editors Wirtschaftsuniv
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Authors and Editors Lammert Holdijk
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Authors and Editors rates closely w
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Authors and Editors supervision, ac
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INDEX A academic literacies (theory
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Index H Halliday, M. A. K. 24, 26,
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Index 409, 410, 414, 420, 442, 450,
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Index 291, 314, 316, 317, 319, 326,
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WRITING PROGRAMS WORLDWIDE Emerging
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