Supporting International Writing Studies Research: Cultivating Capacity through International Exchanges

Contents 10 entries

1. 1
   Cultivating Collective Research Capacity through International Exchanges about Higher Education Writing Research

   Tiane Donahue; Cinthia Gannett; Joan Mullin

   pp. 9-40 DOI: 10.37514/int-b.2025.2470.2.01
2. 2
   Affinity Work in the Teaching of Writing: The European Union Context

   Ligia A. Mihut

   pp. 41-64 DOI: 10.37514/int-b.2025.2470.2.02
3. 3
   Assessing Local Writing Cultures: Contrasting Student and Faculty Views on Writing in Three Discipline Groups

   Otto Kruse

   pp. 65-91 DOI: 10.37514/int-b.2025.2470.2.03
4. 4
   Writing, Interdisciplinarity, and Teamwork: What We Have Learned from Exploring Workplace Writing Experiences of Colombian Alumni

   Elizabeth Narv�ez-Cardona; Ingrid Luengas; Marisol G�mez-Salinas; Luz �ngela Garcia; Blanca Gonz�lez; Herm�nsul Jim�nez

   pp. 93-126 DOI: 10.37514/int-b.2025.2470.2.04
5. 5
   Writing through Viability: Perspectives on Professional Writing Expertise, Conditionality, and Agency

   Sabine Dengscherz

   pp. 127-155 DOI: 10.37514/int-b.2025.2470.2.05
6. 6
   Academic Writing Tradition and How to Model It

   Djuddah Leijen; Helen Hint; Anni J�rine

   pp. 157-190 DOI: 10.37514/int-b.2025.2470.2.06
7. 7
   Developing Multilingual Repertoire at Intersecting Mobility Scales

   Xiqiao Wang; Lifang Bai; Yixuan Jiang

   pp. 191-214 DOI: 10.37514/int-b.2025.2470.2.07
8. 8
   Helping Students in Higher Education to Improve Their Written Products: Effects of a Pedagogic Intervention Study Based on Metacognition and Sociocultural Perspective

   Dyanne Escorcia

   pp. 215-250 DOI: 10.37514/int-b.2025.2470.2.08
9. 9
   Engineering Majors as Generalist Writing Tutors in the UAE: Societal Expectations, Epistemological Dispositions, and Disciplinary Schisms

   Lynne Ronesi; Maria Eleftheriou

   pp. 251-278 DOI: 10.37514/int-b.2025.2470.2.09
10. 10
    Boston to Beirut: Understanding an International Writing Center Collaboratory through Post-Qualitative Inquiry

    Belinda Walzer; Paula Aboud Habre

    pp. 279-298 DOI: 10.37514/int-b.2025.2470.2.10