Writing Programs Worldwide: Profiles of Academic Writing in Many Places

Contents 42 entries

1. 1
   Chapter 1. Origins, Aims, and Uses of Writing Programs Worldwide: Profiles of Academic Writing in Many Places

   Chris Thaiss

   pp. 5-22 DOI: 10.37514/per-b.2012.0346.2.01
2. 2
   Chapter 2. Teaching Academic Literacy Across the University Curriculum as Institutional Policy: The Case of the Universidad Nacional de General Sarmiento (Argentina)

   Estela In�s Moyano; Lucia Natale

   pp. 23-34 DOI: 10.37514/per-b.2012.0346.2.02
3. 3
   Chapter 3. Writing to Learn Biology in the Framework of a Didactic-Curricular Change in the First Year Program at an Argentine University

   Ana De Micheli; Patricia Iglesia

   pp. 35-42 DOI: 10.37514/per-b.2012.0346.2.03
4. 4
   Chapter 4. Developing Students' Writing at Queensland University of Technology

   Karyn Gonano; Peter Nelson

   pp. 43-53 DOI: 10.37514/per-b.2012.0346.2.04
5. 5
   Chapter 5. Teaching Academic Writing at the University of Wollongong

   Emily Purser

   pp. 55-68 DOI: 10.37514/per-b.2012.0346.2.05
6. 6
   Chapter 6. The SchreibCenter at the Alpen-Adria-Universit�t, Klagenfurt, Austria

   Ursula Doleschal

   pp. 69-78 DOI: 10.37514/per-b.2012.0346.2.06
7. 7
   Chapter 7. The Academic Writing Research Group at the University of Vienna

   Helmut Gruber

   pp. 79-91 DOI: 10.37514/per-b.2012.0346.2.07
8. 8
   Chapter 8. From Remediation to the Development of Writing Competences in Disciplinary Contexts: Thirty Years of Practice and Questions

   Marie-Christine Pollet

   pp. 93-103 DOI: 10.37514/per-b.2012.0346.2.08
9. 9
   Chapter 9. Academic Literacies in the South: Writing Practices in a Brazilian University

   D�sir�e Motta-Roth

   pp. 105-116 DOI: 10.37514/per-b.2012.0346.2.09
10. 10
    Chapter 10. Writing Programs Worldwide: One Canadian Perspective

    Roger Graves; Heather Graves

    pp. 117-127 DOI: 10.37514/per-b.2012.0346.2.10
11. 11
    Chapter 11. Department of Rhetoric, Writing, and Communications at the University of Winnipeg

    Brian Turner; Judith Kearns

    pp. 129-138 DOI: 10.37514/per-b.2012.0346.2.11
12. 12
    Chapter 12. Xi'an International Studies University (XISU)

    Wu Dan

    pp. 139-146 DOI: 10.37514/per-b.2012.0346.2.12
13. 13
    Chapter 13. Training Experiences in Reading and Writing in a Colombian University: The Perspective of a Professor

    Elizabeth Narv�ez Cordona

    pp. 147-156 DOI: 10.37514/per-b.2012.0346.2.13
14. 14
    Chapter 14. The Progression and Transformations of the Program of Academic Reading and Writing (PLEA) in Colombia's Universidad Sergio Arboleda

    Blanca Yaneth Gonz�lez Pinz�n

    pp. 157-167 DOI: 10.37514/per-b.2012.0346.2.14
15. 15
    Chapter 15. From Working with Students to Working through Faculty: A Genre-centered Focus to Writing Development

    Lotte Rienecker; Peter S. J�rgensen

    pp. 169-180 DOI: 10.37514/per-b.2012.0346.2.15
16. 16
    Chapter 16. The Department of Rhetoric and Composition at the American University in Cairo: Achievements and Challenges

    Emily Golson; Lammert Holdijk

    pp. 181-188 DOI: 10.37514/per-b.2012.0346.2.16
17. 17
    Chapter 17. Providing a Hub for Writing Development: A Profile of the Centre for Academic Writing (CAW), Coventry University, England

    Mary Deane; Lisa Ganobcsik-Williams

    pp. 189-201 DOI: 10.37514/per-b.2012.0346.2.17
18. 18
    Chapter 18. Thinking Writing at Queen Mary, University of London

    Teresa McConlogue; Sally Mitchell; Kelly Peake

    pp. 203-211 DOI: 10.37514/per-b.2012.0346.2.18
19. 19
    Chapter 19. The Teaching of Writing Skills in French Universities: The Case of the Universit� Stendhal, Grenoble III

    Francoise Boch; Catherine Frier

    pp. 213-223 DOI: 10.37514/per-b.2012.0346.2.19
20. 20
    Chapter 20. Literacy Development Projects Initiating Institutional Change

    Gerd Br�uer; Katrin Girgensohn

    pp. 225-238 DOI: 10.37514/per-b.2012.0346.2.20
21. 21
    Chapter 21. Writing at RWTH Aachen (Germany): Lessons from "Technik im Klartext"

    Vera Niederau; Eva-Maria Jakobs

    pp. 239-250 DOI: 10.37514/per-b.2012.0346.2.21
22. 22
    Chapter 22. Student Writing in the University of Madras: Traditions, Courses, Ambitions

    Susaimanickam Armstrong

    pp. 251-260 DOI: 10.37514/per-b.2012.0346.2.22
23. 23
    Chapter 23. The Regional Writing Centre at the University of Limerick

    �de O'Sullivan; Lawrence Cleary

    pp. 261-270 DOI: 10.37514/per-b.2012.0346.2.23
24. 24
    Chapter 24. New Writing in an Old Land

    Trudy Zuckermann; Bella Rubin; Hadara Perpignan

    pp. 271-292 DOI: 10.37514/per-b.2012.0346.2.24
25. 25
    Chapter 25. The Development of an Academic Writing Centre in the Netherlands

    Ingrid Stassen; Carel Jansen

    pp. 293-300 DOI: 10.37514/per-b.2012.0346.2.25
26. 26
    Chapter 26. Teaching Writing at AUT University: A Model of a Seminar Series for Postgraduate Students Writing Their First Thesis or Dissertation

    John Bitchener

    pp. 301-311 DOI: 10.37514/per-b.2012.0346.2.26
27. 27
    Chapter 27. Developing a "Kiwi" Writing Centre at Massey University, New Zealand

    Lisa Emerson

    pp. 313-323 DOI: 10.37514/per-b.2012.0346.2.27
28. 28
    Chapter 28. The Writing Centre at St. Mary's University College, Belfast, Northern Ireland

    Jonathan Worley

    pp. 325-331 DOI: 10.37514/per-b.2012.0346.2.28
29. 29
    Chapter 29. The Ups and Downs of the Interdisciplinary Writing Center of the InterAmerican University of Puerto Rico, Metropolitan Campus

    Matilde Garc�a-Arroyo; Hilda E. Quintana

    pp. 333-340 DOI: 10.37514/per-b.2012.0346.2.29
30. 30
    Chapter 30. Academic Writing at the University of Dundee: A Perspective from Scotland

    Kathleen McMillan

    pp. 341-352 DOI: 10.37514/per-b.2012.0346.2.30
31. 31
    Chapter 31. Changing Academic Landscapes: Principles and Practices of Teaching Writing At the University of Cape Town

    Arlene Archer

    pp. 353-364 DOI: 10.37514/per-b.2012.0346.2.31
32. 32
    Chapter 32. Academic Communication Strategies at Postgraduate Level

    Isabel Sol�; Ana Teberosky; Montserrat Castell�

    pp. 365-375 DOI: 10.37514/per-b.2012.0346.2.32
33. 33
    Chapter 33. Multi-Disciplinary, Multi-Lingual Engineering Education Writing Development: A Writing Programme Perspective

    Magnus Gustafsson; Tobias Bostr�m

    pp. 377-388 DOI: 10.37514/per-b.2012.0346.2.33
34. 34
    Chapter 34. Shaping the Multimedia Mindset: Collaborative Writing in Journalism Education

    Daniel Perrin

    pp. 389-400 DOI: 10.37514/per-b.2012.0346.2.34
35. 35
    Chapter 35. The Place of Writing in Translation: From Linguistic Craftsmanship to Multilingual Text Production

    Otto Kruse

    pp. 401-415 DOI: 10.37514/per-b.2012.0346.2.35
36. 36
    Chapter 36. A Writing Center Journey at Sabanci University, Istanbul

    Dilek Tokay

    pp. 417-427 DOI: 10.37514/per-b.2012.0346.2.36
37. 37
    Chapter 37. Writing Programs Worldwide: Profile of the American University of Sharjah (AUS)

    Lynne Ronesi

    pp. 429-437 DOI: 10.37514/per-b.2012.0346.2.37
38. 38
    Chapter 38. The City University of New York: The Implementation and Impact of WAC/WID in a Multi-Campus US Urban University

    Linda Hirsch; Dennis Paoli

    pp. 439-454 DOI: 10.37514/per-b.2012.0346.2.38
39. 39
    Chapter 39. Writing at UC Davis: Writing in Disciplines and Professions from the Undergraduate First Year through Graduate School

    Chris Thaiss; Gary Goodman

    pp. 455-466 DOI: 10.37514/per-b.2012.0346.2.39
40. 40
    Chapter 40. Section Essay: Academic Literacy Development

    Gerd Br�uer

    pp. 467-484 DOI: 10.37514/per-b.2012.0346.2.40
41. 41
    Chapter 41. Section Essay: Who Takes Care of Writing in Latin American and Spanish Universities?

    Paula Carlino

    pp. 485-498 DOI: 10.37514/per-b.2012.0346.2.41
42. 42
    Chapter 42. Section Essay: Reflecting on What Can Be Gained from Comparing Models of Academic Writing Provision

    Lisa Ganobcsik-Williams

    pp. 499-511 DOI: 10.37514/per-b.2012.0346.2.42