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

More documents

Recommendations

Info

Micheli and Iglesia Lucarelli, E. (2009). La teoría y práctica en la universidad. La innovación en las aulas. Buenos Aires: Miño y Dávila. Meyer F, Papert S, Nowinski C, & Piaget J. (Eds.). (1979). Epistemología de la biología. Buenos Aires: Paidós Morin, E. (2001). Los siete saberes necesarios para la educación del futuro. Buenos Aires: Nueva Visión. Sutton, C. (2003). Los profesores de ciencia como profesores de lenguaje. Enseñanza de las Ciencias, 21(1), 21-25. 42
CHAPTER 4. DEVELOPING STUDENTS’ WRITING AT QUEENSLAND UNIVERSITY OF TECHNOLOGY By Karyn Gonano and Peter Nelson Queensland University of Technology (Australia) Identifying who is responsible for academic writing at QUT is a challenge. The message gained from many years of experience is that any writing program needs to be implemented from an institutional perspective and be both top down and bottom up. It must be well planned, well funded, and well integrated within the teaching and learning framework of the university. Written from the perspective of the Language and Learning Unit, whose work in prior years has primarily benefitted international students through various services, this profile essay outlines the Unit’s more recent approach to meeting the writing needs of all students. As a central provider of academic writing the Unit is using the Australian government’s DEEWR/AUQA Good Practice Principles in a multifaceted approach with faculties to position writing, not only as a core skill required to satisfactorily complete assessment tasks, but over the longer term, as a key graduate attribute. QUT—AN OVERVIEW Queensland University of Technology (QUT) is an Australian university with an applied emphasis on courses and research. Based in Brisbane, QUT has an enrolment averaging 40,000 students in undergraduate and postgraduate courses, including 6,000 from overseas. QUT has close links with industry, which complement theoretical learning with a practical perspective. Industry professionals contribute to course development, while academic staff also consult in industry. QUT has three campuses. The main campus is located in the Central Business District while the Kelvin Grove campus (10 minutes by shuttle bus) houses the Creative Industries Precinct, Australia’s first site dedicated to creative experimentation and commercial development in the creative industries. The Institute of Health and Biomedical Innovation is also at Kelvin Grove. Caboolture is one DOI: https://doi.org/10.37514/PER-B.2012.0346.2.04 43
Page 1: WRITING PROGRAMS WORLDWIDE PROFILES
Page 4 and 5: PERSPECTIVES ON WRITING Series Edit
Page 6 and 7: The WAC Clearinghouse, Fort Collins
Page 8 and 9: Contents 12. Xi’an International
Page 10 and 11: Contents 36. A Writing Center Journ
Page 12 and 13: 2 This map was created by Ray Summe
Page 15 and 16: CHAPTER 1. ORIGINS, AIMS, AND USES
Page 17 and 18: Origins, Aims, and Uses of Writing
Page 33 and 34: CHAPTER 2. TEACHING ACADEMIC LITERA
Page 35 and 36: Universidad Nacional de General Sar
Page 45 and 46: CHAPTER 3. WRITING TO LEARN BIOLOGY
Page 47 and 48: Universidad de Buenos Aires (Argent
Page 49 and 50: Universidad de Buenos Aires (Argent
Page 51: Universidad de Buenos Aires (Argent
Page 55 and 56: Queensland University of Technology
Page 63: Queensland University of Technology
Page 66 and 67: Purser the teaching of academic wri
Page 68 and 69: Purser MEANS AND MEANING OF SUPPORT
Page 70 and 71: Purser DISCUSSIONS AND HOPED-FOR RE
Page 72 and 73: Purser Collaboration in this proble
Page 74 and 75: Purser ary approach is not only pos
Page 76 and 77: Purser the context, as the building
Page 78 and 79: Purser UniLearning. (n.d.). Univers
Page 80 and 81: Doleschal who is at the same time f
Page 82 and 83: Doleschal and Media studies in Klag
Page 84 and 85: Doleschal The idea to work with stu
Page 86 and 87: Doleschal Ziel des SchreibCenters d
Page 88 and 89: Doleschal reiben: Konzepte, Methode
Page 90 and 91: Gruber because my course had never
Page 92 and 93: Gruber assumes that each utterance
Page 94 and 95: Gruber the text, whereas the word-l
Page 96 and 97: Gruber on the e-learning platform o
Page 98 and 99: Gruber for the automobile industry
Page 100 and 101: Gruber 3. This latter view marks a
Page 103 and 104:
CHAPTER 8. FROM REMEDIATION TO THE
Page 105 and 106:
Université Libre de Bruxelles sion
Page 107 and 108:
Université Libre de Bruxelles dril
Page 109 and 110:
Université Libre de Bruxelles THE
Page 111 and 112:
Université Libre de Bruxelles aspe
Page 113:
Université Libre de Bruxelles Delc
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
Page 128 and 129:
Graves and Graves embraced the curr
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
Page 139 and 140:
CHAPTER 11. DEPARTMENT OF RHETORIC,
Page 141 and 142:
University of Winnipeg (Canada) lis
Page 143 and 144:
University of Winnipeg (Canada) Uni
Page 145 and 146:
University of Winnipeg (Canada) mak
Page 147 and 148:
University of Winnipeg (Canada) stu
Page 149 and 150:
CHAPTER 12. XI’AN INTERNATIONAL S
Page 151 and 152:
Xi’an International Studies Unive
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
CHAPTER 13. TRAINING EXPERIENCES IN
Page 159 and 160:
Universidad Autónoma de Occidente
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 167 and 168:
CHAPTER 14. THE PROGRESSION AND TRA
Page 169 and 170:
Universidad Sergio Arboleda (Colomb
Page 171 and 172:
Page 173 and 174:
Page 175 and 176:
Page 177:
Page 180 and 181:
Rienecker and Stray Jørgensen deve
Page 182 and 183:
Rienecker and Stray Jørgensen THE
Page 184 and 185:
Rienecker and Stray Jørgensen audi
Page 186 and 187:
Rienecker and Stray Jørgensen stud
Page 188 and 189:
Rienecker and Stray Jørgensen opti
Page 190 and 191:
Blåsjö, M. (2000): Uppsatsens yta
Page 192 and 193:
Golson and Holdijk program while th
Page 194 and 195:
Golson and Holdijk workshop, but th
Page 196 and 197:
Golson and Holdijk ing committees,
Page 198 and 199:
Golson and Holdijk well as remindin
Page 200 and 201:
Deane and Ganobcsik-Williams 18,800
Page 202 and 203:
Deane and Ganobcsik-Williams compos
Page 204 and 205:
Deane and Ganobcsik-Williams STAFF
Page 206 and 207:
Deane and Ganobcsik-Williams a faci
Page 208 and 209:
Deane and Ganobcsik-Williams tre mo
Page 210 and 211:
Deane and Ganobcsik-Williams Foster
Page 213 and 214:
CHAPTER 18. THINKING WRITING AT QUE
Page 215 and 216:
Queen Mary, University of London (E
Page 217 and 218:
Page 219 and 220:
Page 221:
Page 224 and 225:
Boch and Frier tion (15-18 years ol
Page 226 and 227:
Boch and Frier ture, linguistics, l
Page 228 and 229:
Boch and Frier knowledge (building
Page 230 and 231:
Boch and Frier higher education pra
Page 232 and 233:
Boch and Frier http://www.enseignem
Page 235 and 236:
CHAPTER 20. LITERACY DEVELOPMENT PR
Page 237 and 238:
University of Education, Freiburg,
Page 239 and 240:
Page 241 and 242:
Page 243 and 244:
Page 245 and 246:
Page 247 and 248:
Page 249 and 250:
CHAPTER 21. WRITING AT RWTH AACHEN
Page 251 and 252:
RWTH Aachen (Germany) newspapers an
Page 253 and 254:
RWTH Aachen (Germany) • Analysis
Page 255 and 256:
RWTH Aachen (Germany) After visitin
Page 257 and 258:
RWTH Aachen (Germany) PROBLEMS AND
Page 259 and 260:
RWTH Aachen (Germany) amzik, G. Ant
Page 261 and 262:
CHAPTER 22. STUDENT WRITING IN THE
Page 263 and 264:
University of Madras (India) polita
Page 265 and 266:
University of Madras (India) Depart
Page 267 and 268:
University of Madras (India) • Te
Page 269 and 270:
University of Madras (India) writin
Page 271 and 272:
CHAPTER 23. THE REGIONAL WRITING CE
Page 273 and 274:
University of Limerick (Ireland)
Page 275 and 276:
University of Limerick (Ireland) de
Page 277 and 278:
University of Limerick (Ireland) ba
Page 279 and 280:
University of Limerick (Ireland) wa
Page 281 and 282:
CHAPTER 24. NEW WRITING IN AN OLD L
Page 283 and 284:
Achva Academic College of Education
Page 285 and 286:
Page 287 and 288:
Page 289 and 290:
Page 291 and 292:
Page 293 and 294:
Page 295 and 296:
Page 297 and 298:
Page 299 and 300:
Page 301 and 302:
Page 303 and 304:
CHAPTER 25. THE DEVELOPMENT OF AN A
Page 305 and 306:
Radboud University Nijmegen (Nether
Page 307 and 308:
Page 309 and 310:
Page 311 and 312:
CHAPTER 26. TEACHING WRITING AT AUT
Page 313 and 314:
AUT University, Auckland (New Zeala
Page 315 and 316:
Page 317 and 318:
Page 319 and 320:
Page 321:
Page 324 and 325:
Emerson think you have the kind of
Page 326 and 327:
Emerson that there was concern to s
Page 328 and 329:
Emerson By 2000, then, Massey had d
Page 330 and 331:
Emerson Two practical factors have
Page 332 and 333:
Emerson Conference. Paper presented
Page 335 and 336:
CHAPTER 28. THE WRITING CENTRE AT S
Page 337 and 338:
Saint Mary’s University College,
Page 339 and 340:
Page 341:
Page 344 and 345:
García-Arroyo and Quintana our uni
Page 346 and 347:
García-Arroyo and Quintana that tu
Page 348 and 349:
García-Arroyo and Quintana tion, S
Page 350 and 351:
García-Arroyo and Quintana Harris,
Page 352 and 353:
McMillan to meet the standards of p
Page 354 and 355:
McMillan Hence, University recognit
Page 356 and 357:
McMillan understanding “studentne
Page 358 and 359:
McMillan with subject specialists i
Page 360 and 361:
McMillan MOVING FORWARD The integra
Page 362 and 363:
McMillan Sharples, M. (1999) How we
Page 364 and 365:
Archer for Academic Development, or
Page 366 and 367:
Archer sources of our students. The
Page 368 and 369:
Archer developmental paths of indiv
Page 370 and 371:
Archer the final essay was 50.9%).
Page 372 and 373:
Archer Development, Religious Studi
Page 374 and 375:
Archer Bourdieu, P. (1991). Languag
Page 376 and 377:
Solé, Teberosky, and Castelló •
Page 378 and 379:
Solé, Teberosky, and Castelló tau
Page 380 and 381:
Solé, Teberosky, and Castelló 1.
Page 382 and 383:
Solé, Teberosky, and Castelló BLO
Page 384 and 385:
Solé, Teberosky, and Castelló 1.
Page 387 and 388:
CHAPTER 33. MULTI-DISCIPLINARY, MUL
Page 389 and 390:
Chalmers University of Technology (
Page 391 and 392:
Page 393 and 394:
Page 395 and 396:
Page 397 and 398:
Page 399 and 400:
CHAPTER 34. SHAPING THE MULTIMEDIA
Page 401 and 402:
Zurich University of Applied Scienc
Page 403 and 404:
Page 405 and 406:
Page 407 and 408:
Page 409 and 410:
Page 411 and 412:
CHAPTER 35. THE PLACE OF WRITING IN
Page 413 and 414:
Page 415 and 416:
Page 417 and 418:
Page 419 and 420:
Page 421 and 422:
Page 423 and 424:
Page 425:
Page 428 and 429:
Tokay is in English, the School of
Page 430 and 431:
Tokay ARCHIVES SUWC has its program
Page 432 and 433:
Tokay research papers and essays, e
Page 434 and 435:
Tokay designs two contests every ac
Page 436 and 437:
Tokay The International Writing Cen
Page 439 and 440:
CHAPTER 37. WRITING PROGRAMS WORLDW
Page 441 and 442:
American University of Sharjah (Uni
Page 443 and 444:
Page 445 and 446:
Page 447:
Page 450 and 451:
Hirsch and Paoli colleges, the Maca
Page 452 and 453:
Hirsch and Paoli ing instructional
Page 454 and 455:
Hirsch and Paoli opportunities for
Page 456 and 457:
Hirsch and Paoli throughout the aca
Page 458 and 459:
Hirsch and Paoli comprehension and
Page 460 and 461:
Hirsch and Paoli and course assessm
Page 462 and 463:
Hirsch and Paoli Map of Knowledge,
Page 464 and 465:
Hirsch and Paoli riculum. In J. Sum
Page 466 and 467:
Thaiss and Goodman the gold fields
Page 468 and 469:
Thaiss and Goodman and ongoing chal
Page 470 and 471:
Thaiss and Goodman upper-level cour
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
Page 478 and 479:
Bräuer began its work in Bielefeld
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
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
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?