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

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Carlino Vázquez, A., & Jakob, I. (2007). La escritura y el aprendizaje en el aula universitaria: Componentes cognitivos y didácticos. Innovación Educativa. Instituto Politécnico Nacional de México, 7(36), 21–35. Wells, G. (1987). Apprenticeship in literacy. Interchange, 18(1/2), 109-123. 498
CHAPTER 42. SECTION ESSAY: REFLECTING ON WHAT CAN BE GAINED FROM COMPARING MODELS OF ACADEMIC WRITING PROVISION By Lisa Ganobcsik-Williams Coventry University (England) The purpose of this section essay is to consider a central question raised by the Writing Programs Worldwide anthology and articulated in Chris Thaiss’ “Introduction” to this volume. This question is, to what extent is it useful for those working in higher education to be aware of writing practices and models of academic writing provision in place at higher education institutions in other national contexts? To explore this question, I will then use examples of academic development work from profiles in this project from universities in the UK, Ireland, Australia, New Zealand, Belgium, and France. My own earliest reflections on how academic writing is learned and taught at the tertiary level in different countries occurred when I was an American exchange student at a British university in the 1980s. 1 Having been allocated reading lists and assigned essays to write, I was told by the academics teaching the courses I was taking, as well as by fellow students, that as far as writing was concerned I just needed “to get on with it.” I found this experience, during which I grappled to understand what was expected of me as a writer and throughout which I struggled to write, to be in marked contrast to the pedagogy of the composition classes I had been required to take in my first year of study at a US university. In these classes, assignment structures, expectations, and argumentation were discussed and drafting processes scaffolded and monitored. The experience of being a student writer in a foreign higher education system in which writing was not visibly taught proved to be a pivotal moment for me. Because of this experience, I came to recognise the need for students to become DOI: https://doi.org/10.37514/PER-B.2012.0346.2.42 499
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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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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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Page 464 and 465: Hirsch and Paoli riculum. In J. Sum
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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
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Page 512 and 513: Ganobcsik-Williams New Zealand, Bel
Page 514 and 515: Ganobcsik-Williams detailed in Kath
Page 516 and 517: Ganobcsik-Williams works that have
Page 518 and 519: Ganobcsik-Williams 6. While other U
Page 520 and 521: Ganobcsik-Williams McLeod, S. H., &
Page 523 and 524: ABOUT THE AUTHORS AND EDITORS Arlen
Page 525 and 526: Authors and Editors Wirtschaftsuniv
Page 527 and 528: Authors and Editors Lammert Holdijk
Page 529 and 530: Authors and Editors rates closely w
Page 531 and 532: Authors and Editors supervision, ac
Page 533 and 534: INDEX A academic literacies (theory
Page 535 and 536: Index H Halliday, M. A. K. 24, 26,
Page 537 and 538: Index 409, 410, 414, 420, 442, 450,
Page 539 and 540: Index 291, 314, 316, 317, 319, 326,
Page 542: WRITING PROGRAMS WORLDWIDE Emerging
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