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

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Bräuer and Girgensohn Bräuer, G. (1989). Lernen im Dialog. Untersuchungen zu Bertolt Brechts “Flüchtlingsgesprächen”. Frankfurt am Main: Centaurus. Bräuer, G. (1996). Warum schreiben? Schreiben in den USA. Frankfurt am Main: Peter Lang. Bräuer, G. (1998). Schreibend Lernen: Grundlagen einer theoretischen und praktischen Schreibpädagogik. Innsbruck: Studienverlag. Bräuer, G. (2002). Drawing connections across education: The Freiburg Writing Center model. Language and Learning Across the Disciplines, 5(3), 25-34. Bräuer, G. (Ed.). (2009). Scriptorium—Ways of interacting with writers and readers. A professional development program. Freiburg i. Breisgau: Fillibachverlag. Bräuer, G., & Schindler, K., (Eds.). (2011). Schreibarrangements für Schule, Studium, Beruf. Freiburg i. Breisgau: Fillibachverlag. Brecht, B. (1957). Schriften zum Theater. Über eine nicht-aristotelische Dramatik. Frankfurt am Main: Suhrkamp. Bruffee, K. (1984). Collaborative learning and the conversation of mankind. College English, 46, 635-52. Gere, A. (1987). Writing groups. History, theory and implications. Carbondale and Edwardsville, IL: Southern Illinois University Press. Girgensohn, K. (2007). Neue Wege zur Schlüsselqualifikation Schreiben. Autonome Schreibgruppen an der Hochschule. Wiesbaden: VS Research. Jewitt, C. & Kress, G. (2003). Multimodal literacy. New York: Peter Lang. North, S. (1984). The idea of a writing center. College English, 46(5), 433-446. 238
CHAPTER 21. WRITING AT RWTH AACHEN (GERMANY): LESSONS FROM “TECHNIK IM KLARTEXT” By Vera Niederau and Eva-Maria Jakobs RWTH Aachen (Germany) This article introduces the measurements and aims of the “TiK” (Technik im Klartext) project at the RWTH Aachen; the project flourished from 2001 to 2005 and has been recently restructured. Focused on popular writing about science, TiK aims to build interest in science and engineering careers among pre-university students and to teach university students important skills in reaching wider audiences. Some chosen components of the (teaching) concept will be presented. The impact of the project will be reflected on, problems and conditions discussed, and prospects for the future given. Conveying science to a broad audience occupies an important place in Germany. The public as well as research foundations increase their support for it and it is seen as an essential component of communication. The transfer of knowledge and research results to society (industry, politics, public) is especially important for technical universities such as the RWTH Aachen. It should be an integral part of strategic public relations and academic education. It is crucial that students develop the ability of knowledge transfer and know about differentiated instruments and measurements for the presentation of knowledge to various target groups. There is a lack of practical courses in which teachers and students learn how to teach central skills such as the transfer of knowledge and the transfer of scientific topics for different target groups. One important target group are scholars—pre-university students. On the one hand, they represent an important source of the rising generation of engineers; they are also the future social decision-makers. Scholars should be led to science and technology in order to awaken their interest for technical professions. Scholars not only gain information through teachers and media: important sources for scholars to shape their opinions are the articles of other scholars at the same age, for example in school newspapers. The subject of this profile is DOI: https://doi.org/10.37514/PER-B.2012.0346.2.21 239
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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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Université Libre de Bruxelles sion
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Université Libre de Bruxelles dril
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Université Libre de Bruxelles THE
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Université Libre de Bruxelles aspe
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Université Libre de Bruxelles Delc
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Motta-Roth institutions. The city h
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Motta-Roth but since it has not bee
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Motta-Roth This unfortunately is th
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Motta-Roth focuses on their own (re
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Motta-Roth students’ engagement i
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Motta-Roth Soares, M. (1999). Letra
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Graves and Graves embraced the curr
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Graves and Graves In 2010, the Writ
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Graves and Graves ing what to write
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Graves and Graves unremarkable. Now
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Graves and Graves we collected ever
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CHAPTER 11. DEPARTMENT OF RHETORIC,
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University of Winnipeg (Canada) lis
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University of Winnipeg (Canada) Uni
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University of Winnipeg (Canada) mak
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University of Winnipeg (Canada) stu
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CHAPTER 12. XI’AN INTERNATIONAL S
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Xi’an International Studies Unive
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CHAPTER 13. TRAINING EXPERIENCES IN
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Universidad Autónoma de Occidente
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CHAPTER 14. THE PROGRESSION AND TRA
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Universidad Sergio Arboleda (Colomb
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Rienecker and Stray Jørgensen deve
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Rienecker and Stray Jørgensen THE
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Rienecker and Stray Jørgensen audi
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Rienecker and Stray Jørgensen stud
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Rienecker and Stray Jørgensen opti
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Blåsjö, M. (2000): Uppsatsens yta
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Golson and Holdijk program while th
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Golson and Holdijk workshop, but th
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Golson and Holdijk ing committees,
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Achva Academic College of Education
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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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