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

Zurich University of Applied Sciences (Switzerland)
where papers replaced multiple choice or gap-filling tests. Translation
projects replaced translation exercises as the dominant form of learning.
• Bachelor thesis: The introduction of a bachelor thesis as a requirement
for graduation started a long debate not only about the kind of writing
expected but also about the kind of preparation necessary during the
study programme. The thesis traditionally required was more a demonstration
of craftsmanship than of the ability to understand ways in
which the discipline creates knowledge. By contrast, the new bachelor
thesis calls for a contribution to translation studies or to any of the other
disciplines involved in the study programme. The introduction of the
bachelor thesis made it necessary to offer seminars where students can
learn what research means and how it is done.
WHO IN OUR INSTITUTION “CARES” ABOUT STUDENT
GROWTH IN AND THROUGH WRITING? HOW IS THIS
CONCERN—OR ITS LACK—SHOWN IN FUNDING,
REQUIREMENTS, ATTITUDES AND ACTION?
The ZHAW Centre for Professional Writing was founded as a centre of
excellence for research and continuing education. Coordinating writing within
the study programme or providing tutoring for students has never been its mission.
Plans for a student writing centre were discussed but were not realised,
mainly for financial reasons. There is no lack of concern about writing, as writing
is now a well-established field of teaching and learning, but the responsibility
for student writing rested with the study programme directors and was not
passed on to a writing centre.
The members of the Centre for Professional Writing were asked to add several
new writing courses to the curriculum. Innovation came not only from the
Centre itself but also from the other divisions, especially the English section,
which soon used a variety of writing assignments in their courses. The different
kinds of writing, however, were never co-ordinated.
Writing was introduced to the study program mainly by inviting the Centre
for Professional Writing to offer writing courses. The first course was a twosemester
offering on academic writing for the second-year-students, which
was initiated in 2006. In groups of twenty, students were first introduced to
the principles of academic writing and then, in the second semester, wrote a
research-based paper in groups of four. In addition to the author, Gerd Bräuer
and Michaela Baumann were involved in this course. After the second run it was
decided to change this course to a research-oriented seminar in which writing
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