Edited by Chris Thaiss, Gerd Bräuer, Paula Carlino, Lisa Ganobcsik-Williams, and Aparna Sinha
Copy edited by Don Donahue. Designed by Mike Palmquist.
Emerging 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.
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
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
Chapter 4. Developing Students' Writing at Queensland University of Technology , Karyn Gonano and Peter Nelson
Chapter 10. Writing Programs Worldwide: One Canadian Perspective, Roger Graves and Heather Graves
Chapter 11. Department of Rhetoric, Writing, and Communications at the University of Winnipeg, Brian Turner and Judith Kearns
Chapter 15. From Working with Students to Working through Faculty: A Genre-centered Focus to Writing Development, Lotte Rienecker and Peter Stray Jørgensen
Chapter 16. The Department of Rhetoric and Composition at the American University in Cairo: Achievements and Challenges, Emily Golson and Lammert Holdijk
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
Chapter 18. Thinking Writing at Queen Mary, University of London, Teresa McConlogue, Sally Mitchell, and Kelly Peake
Chapter 19. The Teaching of Writing Skills in French Universities: The Case of the Université Stendhal, Grenoble III, Francoise Boch and Catherine Frier
Chapter 20. Literacy Development Projects Initiating Institutional Change, Gerd Bräuer and Katrin Girgensohn
Chapter 21. Writing at RWTH Aachen (Germany): Lessons from "Technik im Klartext", Vera Niederau and Eva-Maria Jakobs
Chapter 22. Student Writing in the University of Madras: Traditions, Courses, Ambitions, Susaimanickam Armstrong
Chapter 23. The Regional Writing Centre at the University of Limerick, Íde O'Sullivan and Lawrence Cleary
Chapter 24. New Writing in an Old Land, Trudy Zuckermann, Bella Rubin, and Hadara Perpignan
Chapter 25. The Development of an Academic Writing Centre in the Netherlands , Ingrid Stassen and Carel Jansen
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
Chapter 32. Academic Communication Strategies at Postgraduate Level, Isabel Solé, Ana Teberosky, and Montserrat Castelló
Chapter 33. Multi-Disciplinary, Multi-Lingual Engineering Education Writing Development: A Writing Programme Perspective, Magnus Gustafsson and Tobias Boström
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
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, and Aparna Sinha (Eds.). (2012). Writing Programs Worldwide: Profiles of Academic Writing in Many Places. Perspectives on Writing. Fort Collins, Colorado: The WAC Clearinghouse and Parlor Press. Available at https://wac.colostate.edu/books/perspectives/wpww/
Publication Date: June 30, 2012
Chris Thaiss: firstname.lastname@example.org
Writing Programs Worldwide is an open-access platform for teachers and scholars to talk about individual or departmental initiatives that assist how writing is taught and learned in their locales. It grows out of the same team and project that brought us the Perspectives on Writing collection, Writing Programs Worldwide.
Edited by Lucía Natale
This book offers a critical description of higher education genres that are relevant for academically and professionally-oriented degrees: academic review, essay, state of the art, case study, product evaluation, procedures manual, and social intervention project. The book also guides readers on how to understand and quote complex texts. This book can be useful for professionals, university students, and professors who are interested in including discipline-specific writing skills in their courses. ... More
Series Editor: Susan H. McLeod, University of California, Santa Barbara
This book is available in whole and in part in Adobe's Portable Document Format (PDF). It is also available in print at Parlor Press.
Copyright © 2012 Chris Thaiss, Gerd Bräuer, Paula Carlino, Lisa Ganobcsik-Williams, and Aparna Sinha. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 United States License. 544 pages, with bibliography, index, and illustrations. Available in paper and cloth formats direct from Parlor Press online, or at any online or brick-and-mortar bookstore. Available in PDF 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 Web site.