Index McMillan, Kathleen 344, 347, 350, 351, 421, 504, 518 m<strong>in</strong>or <strong>in</strong> writ<strong>in</strong>g or rhetoric. See “writ<strong>in</strong>g or rhetoric m<strong>in</strong>or” Mitchell, Sally 205, 210, 211, 421, 505, 518 Monroe, Jonathan 194, 195, 200, 477, 484 Motta-Roth, Désirée 107, 113, 114, 115, 491, 495, 518 Moyano, Estela 25, 26, 28, 29, 31, 32, 33, 34, 493, 495, 518 multil<strong>in</strong>gual(ism) 361, 401, 403, 404, 414, 437, 476, 477, 509 multimedia 389-400 multimodal (<strong>in</strong>structional approach) 227, 355, 358, 359, 361, 404, 473, Murray, Donald 325, 326, 327, 328, 330, 331, 432, 437 Murray, Rowena 196, 200, 266, 270, 501, 508, 510 N Narváez Cardona, Elizabeth 148, 150, 152, 155, 156, 492, 493, 494, 495, 518 Natale, Lucia 28, 29, 33, 493, 495, 518 Nelson, Peter 44, 49, 50, 51, 53, 502, 518 North, Stephen 206, 211, 230, 238, 263, 270, 335, 340 nurs<strong>in</strong>g. See “writ<strong>in</strong>g <strong>in</strong> (fields <strong>of</strong> study)” O onl<strong>in</strong>e writ<strong>in</strong>g See “writ<strong>in</strong>g with technology” onl<strong>in</strong>e writ<strong>in</strong>g lab (OWL) 171, 197, 321, 474, 476, 478 oral presentation(s) 18, 48, 171, 283, 373, 381, 383 O’Sullivan, Íde 264, 266, 270, 503, 505, 506, 519 Oz, Amos 275, 277, 292 P Palmquist, Mike 20 Paoli, Dennis 475, 519 Peake, Kelly 200, 209, 211, 421, 493, 497, 505, 510, 519 peer learn<strong>in</strong>g (<strong>in</strong>structional approach) 19, 23, 27, 47, 49, 51, 65, 73, 74, 80, 124, 126, 129, 134, 135-136, 186, 195, 197, 210, 228, 232, 236, 237, 254, 256, 263, 265, 267, 283, 287, 314, 318, 319-321, 328-330, 335, 357, 380- 385, 418, 420, 424, 432, 434, 435, 450, 452, 462, 467, 469-472, 474, 477, 479, 481, 490, 494, 500, 505, 508 Perpignan, Hadara 285, 291, 519 Perr<strong>in</strong>, Daniel 231, 243, 248, 249, 250, 390, 397, 399, 479, 519 Petel<strong>in</strong>, Ros 45, 53 physics. See “writ<strong>in</strong>g <strong>in</strong> (fields <strong>of</strong> study)” Plato 7, 21 PLEA (Program <strong>of</strong> <strong>Academic</strong> Read<strong>in</strong>g and <strong>Writ<strong>in</strong>g</strong>) (Columbia) 157-167 PRODEAC (Program to Develop <strong>Academic</strong> Literacy Across the Curriculum) (Argent<strong>in</strong>a) 23-34 political science. See “writ<strong>in</strong>g <strong>in</strong> (fields <strong>of</strong> study)” Pollet, Marie-Christ<strong>in</strong>e 95, 101, 102, 103, 502, 504, 506, 519 portfolio (<strong>in</strong>structional approach) 120, 184, 185, 187, 228, 230, 286, 401, 526
Index 409, 410, 414, 420, 442, 450, 471, 472, 474, 479, 481 process writ<strong>in</strong>g (theory or <strong>in</strong>structional approach) 18, 28, 65, 75, 82, 90, 109, 120, 122, 125, 131, 134, 149, 150-152, 159-162, 164, 165, 169, 171, 185, 192, 204, 218, 233, 234, 245, 280, 282, 293, 297, 299, 326, 327, 335, 336, 339, 347, 355, 361, 369, 370, 374, 384, 391, 394, 396, 401, 405, 413, 421, 432, 449, 451, 457, 459, 461, 469, 474, 477, 490, 494, 499 pr<strong>of</strong>essional writ<strong>in</strong>g 73, 132, 137, 150, 171, 192, 261, 286, 402, 407 pr<strong>of</strong>essional development (faculty or staff) 16, 19, 45, 52, 69, 73, 74, 124, 125, 126, 133, 204, 230, 241, 244, 263, 266, 269, 287, 290, 296, 334, 408, 424, 425, 441, 444, 445, 461, 467, 471, 492, 493, 505 psychology. See “writ<strong>in</strong>g <strong>in</strong> (fields <strong>of</strong> study)” Purser, Emily 64, 66, 67, 194, 200, 493, 497, 501, 510, 519 Q Qu<strong>in</strong>tana, Hilda 333, 338, 340, 492, 495, 520 Qu<strong>in</strong>tilian 7, 21, 135 R REDLEES (Read<strong>in</strong>g and <strong>Writ<strong>in</strong>g</strong> <strong>in</strong> Higher Education Network) (Columbia) 157, 165, 166 rhetoric 73, 82, 85, 90, 118, 122, 129, 130-137, 145, 170, 173, 175, 181-188, 192, 263, 304, 314, 394, 405, 410, 411, 419, 421, 434, 436, 453, 458, 459, 460, 463, 475, 501, 506, 507 Re<strong>in</strong>ecker, Lotte 170, 172, 173, 175, 179, 180, 479, 483, 514, 520 Ronesi, Lynne 431, 437, 520 Royal Literary Fund (U.K.) 192, 200, 341, 342, 345, 346, 504 Rub<strong>in</strong>, Bella 285, 520 Russell, David ii, 7, 22, 90, 113, 115, 133, 138, 158, 161, 167, 413, 415, 463, 466, 490, 49, 497, 503, 509, 510 S Scardamalia, Marlene 84, 90, 172, 179, 486, 497 Schmandt-Besserat, Denise 7, 22 Science See “writ<strong>in</strong>g <strong>in</strong> (fields <strong>of</strong> study)” Scriptorium 230, 231, 237, 468, 477 secondary school(s) 31, 74, 125, 158, 165, 214, 228, 229, 328, 429, 430,, 458, 477, 481. See also “high school” and “lycée” SFL See “systemic functional l<strong>in</strong>guistics” situated learn<strong>in</strong>g (theory) 364, 484, 491 social network<strong>in</strong>g 9,66.443 social science See “writ<strong>in</strong>g <strong>in</strong> (fields <strong>of</strong> study)” sociology See “writ<strong>in</strong>g <strong>in</strong> (fields <strong>of</strong> study)” Solé, Isabel 372, 375, 423, 489, 491, 495, 520 staff development 189, 191, 193-195, 198, 210, 384, 460., 503. See also “pr<strong>of</strong>essional development” Stassen, Ingrid 295, 300, 520 Stray Jørgensen, Peter 170, 172, 173, 179, 180, 479, 483, 514, 520 527
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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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Origins, Aims, and Uses of Writing
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Origins, Aims, and Uses of Writing
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Origins, Aims, and Uses of Writing
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Origins, Aims, and Uses of Writing
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Origins, Aims, and Uses of Writing
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Origins, Aims, and Uses of Writing
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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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Universidad Nacional de General Sar
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Universidad Nacional de General Sar
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Universidad Nacional de General Sar
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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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Universidad de Buenos Aires (Argent
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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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Queensland University of Technology
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Queensland University of Technology
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Queensland University of Technology
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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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Xi’an International Studies Unive
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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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Universidad Autónoma de Occidente
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Universidad Autónoma de Occidente
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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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Universidad Sergio Arboleda (Colomb
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Universidad Sergio Arboleda (Colomb
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Universidad Sergio Arboleda (Colomb
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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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Queen Mary, University of London (E
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Queen Mary, University of London (E
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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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University of Education, Freiburg,
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University of Education, Freiburg,
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University of Education, Freiburg,
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University of Education, Freiburg,
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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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Radboud University Nijmegen (Nether
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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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AUT University, Auckland (New Zeala
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AUT University, Auckland (New Zeala
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AUT University, Auckland (New Zeala
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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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Saint Mary’s University College,
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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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Chalmers University of Technology (
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Chalmers University of Technology (
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Chalmers University of Technology (
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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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Zurich University of Applied Scienc
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Zurich University of Applied Scienc
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Zurich University of Applied Scienc
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Zurich University of Applied Scienc
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CHAPTER 35. THE PLACE OF WRITING IN
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Zurich University of Applied Scienc
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Zurich University of Applied Scienc
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Zurich University of Applied Scienc
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Zurich University of Applied Scienc
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Zurich University of Applied Scienc
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Zurich University of Applied Scienc
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Zurich University of Applied Scienc
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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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American University of Sharjah (Uni
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American University of Sharjah (Uni
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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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