Vol. 1 No. 1 (2011): The Roles of Writing Development in Higher Education and Beyond

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

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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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