Writing Programs Worldwide: Profiles of Academic Writing in Many Places

  • writing in the disciplines, writing program, WAC, international, multilingual, multi-voiced

Edited by Chris Thaiss, Gerd Bräuer, Paula Carlino, Lisa Ganobcsik-Williams, and Aparna Sinha
Copy edited by Don Donahue. Designed by Mike Palmquist.

CoverEmerging from the International WAC/WID Mapping Project, this collection of essays is meant to inform decision-making by teachers, program managers, and college/university administrators considering how writing can most appropriately be defined, managed, funded, and taught in the places where they work. Writing Programs Worldwide offers an important global perspective to the growing research literature in the shaping of writing programs. The authors of its program profiles show how innovators at a diverse range of universities on six continents have dealt creatively over many years with day-to-day and long-range issues affecting how students across disciplines and languages grow as communicators and learners.

In these profiles, we see teachers and researchers relying on colleagues and on transnational scholarship to build initiatives that are both well suited to their specific environments and can serve as regional and often global models. Their struggles and achievements offer insights to colleagues in similar locales and across borders who seek to establish, enhance, and assess their own work as designers of writing programs.

An introduction and three section essays by the editors illuminate themes that inform this collection. Growing networks of initiators and scholars and survey results from the International WAC/WID Mapping Project exemplify the argument of this collection for transnational exchange and collaboration.

Table of Contents

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Front Matter

Writing Programs Map

Chapter 1. Origins, Aims, and Uses of Writing Programs Worldwide: Profiles of Academic Writing in Many Places, Chris Thaiss
DOI: 10.37514/PER-B.2012.0346.2.01

Chapter 2. Teaching Academic Literacy Across the University Curriculum as Institutional Policy: The Case of the Universidad Nacional de General Sarmiento (Argentina), Estela Inés Moyano and Lucia Natale
DOI: 10.37514/PER-B.2012.0346.2.02

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 and Patricia Iglesia
DOI: 10.37514/PER-B.2012.0346.2.03

Chapter 4. Developing Students' Writing at Queensland University of Technology , Karyn Gonano and Peter Nelson
DOI: 10.37514/PER-B.2012.0346.2.04

Chapter 5. Teaching Academic Writing at the University of Wollongong, Emily Purser
DOI: 10.37514/PER-B.2012.0346.2.05

Chapter 6. The SchreibCenter at the Alpen-Adria-Universität, Klagenfurt, Austria, Ursula Doleschal
DOI: 10.37514/PER-B.2012.0346.2.06

Chapter 7. The Academic Writing Research Group at the University of Vienna , Helmut Gruber
DOI: 10.37514/PER-B.2012.0346.2.07

Chapter 8. From Remediation to the Development of Writing Competences in Disciplinary Contexts: Thirty Years of Practice and Questions , Marie-Christine Pollet
DOI: 10.37514/PER-B.2012.0346.2.08

Chapter 9. Academic Literacies in the South: Writing Practices in a Brazilian University, Désirée Motta-Roth
DOI: 10.37514/PER-B.2012.0346.2.09

Chapter 10. Writing Programs Worldwide: One Canadian Perspective, Roger Graves and Heather Graves
DOI: 10.37514/PER-B.2012.0346.2.10

Chapter 11. Department of Rhetoric, Writing, and Communications at the University of Winnipeg, Brian Turner and Judith Kearns
DOI: 10.37514/PER-B.2012.0346.2.11

Chapter 12. Xi'an International Studies University (XISU), Wu Dan
DOI: 10.37514/PER-B.2012.0346.2.12

Chapter 13. Training Experiences in Reading and Writing in a Colombian University: The Perspective of a Professor, Elizabeth Narváez Cardona
DOI: 10.37514/PER-B.2012.0346.2.13

Chapter 14. The Progression and Transformations of the Program of Academic Reading and Writing (PLEA) in Colombia's Universidad Sergio Arboleda, Blanca Yaneth González Pinzón
DOI: 10.37514/PER-B.2012.0346.2.14

Chapter 15. From Working with Students to Working through Faculty: A Genre-centered Focus to Writing Development, Lotte Rienecker and Peter Stray Jørgensen
DOI: 10.37514/PER-B.2012.0346.2.15

Chapter 16. The Department of Rhetoric and Composition at the American University in Cairo: Achievements and Challenges, Emily Golson and Lammert Holdijk
DOI: 10.37514/PER-B.2012.0346.2.16

Chapter 17. Providing a Hub for Writing Development: A Profile of the Centre for Academic Writing (CAW), Coventry University, England, Mary Deane and Lisa Ganobcsik-Williams
DOI: 10.37514/PER-B.2012.0346.2.17

Chapter 18. Thinking Writing at Queen Mary, University of London, Teresa McConlogue, Sally Mitchell, and Kelly Peake
DOI: 10.37514/PER-B.2012.0346.2.18

Chapter 19. The Teaching of Writing Skills in French Universities: The Case of the Université Stendhal, Grenoble III, Francoise Boch and Catherine Frier
DOI: 10.37514/PER-B.2012.0346.2.19

Chapter 20. Literacy Development Projects Initiating Institutional Change, Gerd Bräuer and Katrin Girgensohn
DOI: 10.37514/PER-B.2012.0346.2.20

Chapter 21. Writing at RWTH Aachen (Germany): Lessons from "Technik im Klartext", Vera Niederau and Eva-Maria Jakobs
DOI: 10.37514/PER-B.2012.0346.2.21

Chapter 22. Student Writing in the University of Madras: Traditions, Courses, Ambitions, Susaimanickam Armstrong
DOI: 10.37514/PER-B.2012.0346.2.22

Chapter 23. The Regional Writing Centre at the University of Limerick, Íde O'Sullivan and Lawrence Cleary
DOI: 10.37514/PER-B.2012.0346.2.23

Chapter 24. New Writing in an Old Land, Trudy Zuckermann, Bella Rubin, and Hadara Perpignan
DOI: 10.37514/PER-B.2012.0346.2.24

Chapter 25. The Development of an Academic Writing Centre in the Netherlands , Ingrid Stassen and Carel Jansen
DOI: 10.37514/PER-B.2012.0346.2.25

Chapter 26. Teaching Writing at AUT University: A Model of a Seminar Series for Postgraduate Students Writing Their First Thesis or Dissertation , John Bitchener
DOI: 10.37514/PER-B.2012.0346.2.26

Chapter 27. Developing a "Kiwi" Writing Centre at Massey University, New Zealand, Lisa Emerson
DOI: 10.37514/PER-B.2012.0346.2.27

Chapter 28. The Writing Centre at St. Mary's University College, Belfast, Northern Ireland, Jonathan Worley
DOI: 10.37514/PER-B.2012.0346.2.28

Chapter 29. The Ups and Downs of the Interdisciplinary Writing Center of the InterAmerican University of Puerto Rico, Metropolitan Campus, Matilde García-Arroyo and Hilda E. Quintana
DOI: 10.37514/PER-B.2012.0346.2.29

Chapter 30. Academic Writing at the University of Dundee: A Perspective from Scotland, Kathleen McMillan
DOI: 10.37514/PER-B.2012.0346.2.30

Chapter 31. Changing Academic Landscapes: Principles and Practices of Teaching Writing At the University of Cape Town, Arlene Archer
DOI: 10.37514/PER-B.2012.0346.2.31

Chapter 32. Academic Communication Strategies at Postgraduate Level, Isabel Solé, Ana Teberosky, and Montserrat Castelló
DOI: 10.37514/PER-B.2012.0346.2.32

Chapter 33. Multi-Disciplinary, Multi-Lingual Engineering Education Writing Development: A Writing Programme Perspective, Magnus Gustafsson and Tobias Boström
DOI: 10.37514/PER-B.2012.0346.2.33

Chapter 34. Shaping the Multimedia Mindset: Collaborative Writing in Journalism Education, Daniel Perrin
DOI: 10.37514/PER-B.2012.0346.2.34

Chapter 35. The Place of Writing in Translation: From Linguistic Craftsmanship to Multilingual Text Production, Otto Kruse
DOI: 10.37514/PER-B.2012.0346.2.35

Chapter 36. A Writing Center Journey at Sabanci University, Istanbul, Dilek Tokay
DOI: 10.37514/PER-B.2012.0346.2.36

Chapter 37. Writing Programs Worldwide: Profile of the American University of Sharjah (AUS), Lynne Ronesi
DOI: 10.37514/PER-B.2012.0346.2.37

Chapter 38. The City University of New York: The Implementation and Impact of WAC/WID in a Multi-Campus US Urban University, Linda Hirsch and Dennis Paoli
DOI: 10.37514/PER-B.2012.0346.2.38

Chapter 39. Writing at UC Davis: Writing in Disciplines and Professions from the Undergraduate First Year through Graduate School, Chris Thaiss and Gary Goodman
DOI: 10.37514/PER-B.2012.0346.2.39

Chapter 40. Section Essay: Academic Literacy Development, Gerd Bräuer
DOI: 10.37514/PER-B.2012.0346.2.40

Chapter 41. Section Essay: Who Takes Care of Writing in Latin American and Spanish Universities?, Paula Carlino
DOI: 10.37514/PER-B.2012.0346.2.41

Chapter 42. Section Essay: Reflecting on What Can Be Gained from Comparing Models of Academic Writing Provision, Lisa Ganobcsik-Williams
DOI: 10.37514/PER-B.2012.0346.2.42

About the Authors and Editors


About the Editors

Chris Thaiss is Clark Kerr Presidential Chair and Professor in the University Writing Program at the University of California, Davis. Gerd Bräuer directs the distance-learning program for teachers at the Writing Center at the University of Education in Freiburg, Germany. Paula Carlino is a researcher with the National Council of Scientific and Technical Research, CONICET, at the University of Buenos Aires. Lisa Ganobcsik-Williams is Head of the Centre for Academic Writing at Coventry University. Aparna Sinha is pursuing her PhD in Education at the University of California, Davis, with designated emphases in Writing Studies and in Second Language Acquisition.

Publication Information: Chris Thaiss, Gerd Bräuer, Paula Carlino, Lisa Ganobcsik-Williams, & Aparna Sinha (Eds.). (2012). Writing Programs Worldwide: Profiles of Academic Writing in Many Places. The WAC Clearinghouse; Parlor Press. https://doi.org/10.37514/PER-B.2012.0346

Publication Date: June 30, 2012

ISBN: 978-1-64215-034-6 (pdf) | 978-1-64215-044-5 (epub) | 978-1-60235-343-5 (pbk.)
DOI: 10.37514/PER-B.2012.0346

Contact Information:
Chris Thaiss: cjthaiss@ucdavis.edu

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Copyright © 2012 Chris Thaiss, Gerd Bräuer, Paula Carlino, Lisa Ganobcsik-Williams, and Aparna Sinha. This work is released under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 International License. 544 pages, with bibliography, index, and illustrations. Available in print from Parlor Press or at any online or brick-and-mortar bookstore. Available in digital format for no charge on this page at the WAC Clearinghouse. You may view this book. You may print personal copies of this book. You may link to this page. You may not reproduce this book on another website.