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

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Hirsch and Paoli riculum. In J. Summerfield & C. Smith (Eds.), Making teaching and learning matter: Transformative spaces in higher education (pp.145-170). New York: Springer Publishing. Lester, N., Bertram, C., Erickson, G., Lee, E., Tchako, A., Wiggins, K.D., & Wilson, J. (2003). WAC: A College Snapshot. Urban Education, 38, 5-34, doi:10.1177/0042085902238684 454
CHAPTER 39. WRITING AT UC DAVIS: WRITING IN DISCIPLINES AND PROFESSIONS FROM THE UNDERGRADUATE FIRST YEAR THROUGH GRADUATE SCHOOL By Chris Thaiss and Gary Goodman University of California, Davis (US) Writing at this public research university—the largest among the ten campuses of the University of California—is taught in ways that reflect the university’s “land-grant” mission. Our academic writing courses and writing-support activities serve tertiary and post-graduate students from more than 100 disciplines and from highly-diverse language and cultural backgrounds. While this profile describes ways that most academic departments contribute to our students’ writing development, we pay particular attention to the several roles, some longestablished and some new, of the University Writing Program (UWP), an independent department devoted to academic writing across disciplines and professions. We illustrate how UC Davis has re-interpreted the US model of “general education” to spread attention to student writing not only across disciplines but also vertically throughout the tertiary years and into services for PhD students from the humanities, social sciences, natural sciences, engineering, and agriculture. A PhD research emphasis in writing studies is also described, as is the Writing Minor for baccalaureate students. The University of California goes back to the early years of the new state on the US Pacific coast. California became a state in 1850, just two years after the discovery of gold in the foothills of the Sierra Nevada had lured people from the eastern states and around the world to this rugged land. The closest port to DOI: https://doi.org/10.37514/PER-B.2012.0346.2.39 455
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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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Golson and Holdijk well as remindin
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Deane and Ganobcsik-Williams 18,800
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Deane and Ganobcsik-Williams compos
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Deane and Ganobcsik-Williams STAFF
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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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Page 450 and 451: Hirsch and Paoli colleges, the Maca
Page 452 and 453: Hirsch and Paoli ing instructional
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Page 466 and 467: Thaiss and Goodman the gold fields
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Page 472 and 473: Thaiss and Goodman The full-time pr
Page 474 and 475: Thaiss and Goodman The writing mino
Page 476 and 477: Thaiss and Goodman REFERENCES Brere
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Page 480 and 481: Bräuer impact of the concept of pe
Page 482 and 483: Bräuer using the portfolio in the
Page 484 and 485: Bräuer German-speaking higher educ
Page 486 and 487: Bräuer needs and goals of the part
Page 488 and 489: Bräuer ters (e.g., see websites of
Page 490 and 491: Bräuer STUCK IN A TRADITIONAL ROLE
Page 492 and 493: Bräuer development of academic wri
Page 494 and 495: Bräuer Gere, A. (1987). Writing gr
Page 496 and 497: Carlino gogical assistance was prov
Page 498 and 499: Carlino Written “conversations”
Page 500 and 501: Carlino sessed of their social natu
Page 502 and 503: Carlino WRITING CENTERS The idea of
Page 504 and 505: Carlino WRITING INSTRUCTION INTERWO
Page 506 and 507: Carlino REFERENCES Bazerman, C., Li
Page 508 and 509: Carlino Vázquez, A., & Jakob, I. (
Page 510 and 511: Ganobcsik-Williams independent writ
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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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