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

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Purser UniLearning. (n.d.). University learning. University of Wollongong. Retrieved from http://unilearning.uow.edu.au/main.html University of Wollongong. (n.d.). University of Wollongong. Retrieved from http://www.uow.edu.au/index.html UOW College. (n.d.). UOW. English language programs. University of Wollongong. Retrieved from http://www.uowcollege.edu.au/english_programs/ academic_english#english_for_tertiary_studies UOW Focus (n.d.). UOW Focus on learning. University of Wollongong. Retrieved from http://focusonlearning.uow.edu.au/index.html UOW Focus on Teaching. (n.d.). UOW Focus on Teaching. University of Wollongong. Retrieved from http://focusonteaching.uow.edu.au/index.html UOW Graduate Qualities. (n.d.). UOW Graduate qualities. University of Wollongong. Retrieved from http://www.uow.edu.au/student/qualities/index. html UOW Learning Development .(n.d.). Student services at UOW. University of Wollongong. Retrieved from http://www.uow.edu.au/student/services/ld/ index.html UOW Strategic Plan .(2011). Strategic Plan 2011-2013, Planning and Quality Office, 2011. University of Wollongong. Retrieved from http://www.uow. edu.au/planquality/strategicplan/index.html UOW Strategic Planning & Quality Office. (2010). ImPAQT; Planning and quality at UOW. University of Wollongong. Retrieved from http://www.uow. edu.au/content/groups/public/@web/@spq/documents/doc/uow088130. pdf UOW Teaching and Learning. (n.d.). UOW Teaching and learning strategic projects. University of Wollongong. Retrieved from http://www.uow.edu.au/ asd/executivedirector/projects/index.html Wheeler, D. (2011). Philanthropy and higher education in Australia. The Chronicle of Higher Education. Retrieved from https://chronicle.com/blogs/ worldwise/philanthropy-and-higher-education-in-australia/28220 68
CHAPTER 6. THE SCHREIBCENTER AT THE ALPEN-ADRIA-UNIVERSITÄT, KLAGENFURT, AUSTRIA By Ursula Doleschal Alpen-Adria Universität Klagenfurt (Austria) The writing centre (henceforward: “SchreibCenter”) at the Alpen- Adria-Universität Klagenfurt was founded in 2004 and has since developed successfully, although it has been allotted only minimal financial means by the university. The history of the SchreibCenter is an example of how it is possible, in spite of minimal funding, to create an infrastructure and get appropriately entrenched in and acknowledged by the university. As will be shown, important steps to this goal are to find supporters and partners within faculty, acquire funds for teaching/courses, acquire funding for small projects, and find external partners and sponsors. SIZE AND MISSION The SchreibCenter at the University of Klagenfurt was founded in order to enhance the quality of written texts in the university. Its most prominent target group is of course students, but the mission statement in the statutes of the university (http://www.uni-klu.ac.at/rechtabt/downloads/Satzung_Teil_A.pdf, January 6, 2010) explicitly formulates that it is the aim of the SchreibCenter to “develop a high-quality writing standard in the university, in the first place with the students, but also with all other members of the university.” 1 The range of offers is thus directed at the different groups of university members and includes courses, tutoring and counseling for students as well as workshops for teachers and administrative personnel, and counseling for researchers, plus other pertinent measures that might enhance the quality of writing within but also beyond the university. The SchreibCenter is a rather small institution. The staff consists of one regular employee—the operative director (Carmen Mertlitsch) —along with the scientific director (Ursula Doleschal), DOI: https://doi.org/10.37514/PER-B.2012.0346.2.06 69
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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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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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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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Bräuer needs and goals of the part
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Bräuer ters (e.g., see websites of
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Bräuer STUCK IN A TRADITIONAL ROLE
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Bräuer development of academic wri
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Bräuer Gere, A. (1987). Writing gr
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Carlino gogical assistance was prov
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Carlino Written “conversations”
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Carlino sessed of their social natu
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Carlino WRITING CENTERS The idea of
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Carlino WRITING INSTRUCTION INTERWO
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Carlino REFERENCES Bazerman, C., Li
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Carlino Vázquez, A., & Jakob, I. (
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Ganobcsik-Williams independent writ
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Ganobcsik-Williams New Zealand, Bel
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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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