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Vol. 1 No. 1 (2011): The Roles of Writing Development in Higher Education and Beyond
Vol. 1 No. 1 (2011): The Roles of Writing Development in Higher Education and Beyond
DOI:
https://doi.org/10.18552/joaw.v1i1
Published:
2011-12-04
Articles
Editorial and Production Credits (Vol. 1, No. 1, Autumn 2011)
Journal of Academic Writing
i
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Editorial: Welcome to the Inaugural Issue of the Journal of Academic Writing: the Roles of Writing Development in Higher Education and Beyond
Lisa Ganobcsik-Williams
ii-iii
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Academic and Digital Literacies and Writing in the Disciplines: A Common Agenda?
Jan Parker
1-11
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Student Writing in Transition: Crossing the Threshold?
Mary Scott
12
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University Literacies: French Students at a Disciplinary ‘Threshold’?
Isabelle Delcambre, Christiane Donahue
13-28
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Modeling Multivocality in a U.S.-Mexican Collaboration in Writing Across the Curriculum
Mya Poe, Jennifer Craig
29-36
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Perceptions and Anticipation of Academic Literacy: ‘Finding Your Own Voice’
Claire A. Woods, Paul Skrebels
37-45
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The Dialect of the Tribe: Interviewing Highly Experienced Writers to Describe Academic Literacy Practices in Business Studies
Liz Cain, Ian Pople
46-53
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Developing the Writing Skills of Social Work Students: Connecting Academic and Professional Expertise
Nathan Hughes, Sue Wainwright, Nicki Ward
54-60
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Writing: An Essential and Powerful Communication Tool for Today’s ‘Three Dimensional’ Engineering Graduate
Angela Ardington
61-70
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Creating Participatory Writing Cultures in UK Higher Education
Lisa Clughen, Christine Hardy
71-78
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The Creation of a Transitional Discourse Community to Enhance Academic Writing in a Resource-Poor Environment
Karin Zotzmann
79-87
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A Writer Development Group for Master’s Students: Procedures and Benefits
Sarah Haas
88-99
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Revising and Rewriting in Collaborative Writing in Higher Education and Beyond
Teodoro Alvarez Angulo
100-109
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Investigating Peer Tutoring for Academic Writing Support in a UK University
Joelle Adams
110-119
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Fighting for Peer Tutoring in Writing: Learning How to Respond to Scepticism
Ella Grieshammer, Nora Peters
120-125
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Using Learners’ Diaries to Investigate the Influence of Students’ English Language Proficiency on Peer Assessment
Huahui Zhao
126-134
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‘What is the Purpose of Feedback when Revision is not Expected?’ A Case Study of Feedback Quality and Study Design in a First Year Master's Programme
Olga Dysthe
135-142
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The Experiences of Feedback Practices on Academic Writing Undergone by Students with English as an Additional Language in a Master’s Programme: A Multiple Case Study
Oxana Poverjuc
143-152
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Reader-Friendliness and Feedback: German-L1 Scholars’ Perceptions of Writing for Publication in English
Thomas Armstrong
153-164
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Let Them Plagiarise: Developing Academic Writing in a Safe Environment
Chris Ireland, John English
165-172
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An Insight into Textual Borrowing Practices of University-Level Students in Bosnia and Herzegovina
Alma Jahic
173-179
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Investigating Undergraduate Students’ Experiences with Argumentative Writing in a Post-War Kosovo
Blerta Mustafa
180-190
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Japanese and Taiwanese University Students’ Summaries: A Comparison of Perceptions of Summary Writing
Masumi Ono
191-205
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Reviewing Critical Reviews in Postgraduate Teaching in Tertiary Institutions
Rajeswary Appacutty Sargunan, Mohana Nambiar
206-211
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Invisible Writing: An Exploration of Attitudes towards Undergraduate Use of Standard Written English in UK Higher Education
Pat Hill
212-221
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Take it Step by Step: Following a Process Approach to Academic Writing to Overcome Student Anxiety
Elif Demirel
222-227
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‘What am I Expecting and Why?’ How can Lecturers in Higher Education Begin to Address Writing Development for their Students?
Amanda French
228-238
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Impacting the Academic Writing Culture of Israel
Trudy Zuckermann, Bella Rubin, Hadara Perpignan
239-247
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What Teachers of Academic Writing Can Learn from the Writing Center
Bonnie Devet
248-253
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Survival or Natural Death? Issues Related to the Sustainability of Writing across the Curriculum Programmes
Ingrid A. M. McLaren, Caroline A. Dyche, Alison Altidor-Brooks, Hubert Devonish
254-266
Untitled ()
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Using the ‘Balanced Scorecard’ Method to Evaluate and Plan Writing Centre Provision
Lisa Ganobcsik-Williams, Christine Broughan
267-279
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Encouraging and Supporting Teacher Research in the US and UK
Cinthia Gannett, John Brereton, Christiane Donahue, Mary Deane
280-296
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