Vol. 5 No. 1 (2015): Teaching Writing across Languages and Cultures - The Wealth of Diversity in European Contexts

DOI: https://doi.org/10.18552/joaw.v5i1

Published: 2015-06-29

Editorial

Editorial and Production Credits (Vol. 5 No. 1 Spring 2015)

Journal of Academic Writing

i
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Editorial: EATAW 2013: Teaching Writing across Languages and Cultures - The Wealth of Diversity in European Contexts

John Harbord, Magnus Gustafsson

ii-iv
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Articles

An International Discourse Community, an Internationalist Perspective: Reading EATAW Conference Programs, 2001-2011

Judith Kearns, Brian Turner

1-16
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Resource-focused Research for Multilingual Competence in Scientific Writing

Melanie Brinkschulte, Monica-Elena Stoian, Ellen Borges

17-28
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Developing a German-English Dictionary of the Common Language of Academia

Markus Rheindorf, Birgit Huemer

29-41
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Scaffolding Strategies: Enhancing L2 Students’ Participation in Discussions about Academic Texts

Maria Eklund Heinonen, Ingrid Lennartson-Hokkanen

42-51
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An Analysis of the Citation Practices of Undergraduate Spanish Students

María José Luzón

52-64
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Peer Tutoring in Academic Writing with Non-Native Writers in a German Writing Center – Results of an Empirical Study

Anja Voigt, Katrin Girgensohn

65-73
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Writing at Portuguese Universities: Students’ Perceptions and Practices

Luís Filipe Barbeiro, Luísa Álvares Pereira, José Brandão Carvalho

74-85
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Peer Feedback in Disciplinary Writing for Publication in English: The Case of ‘Rolli’, a German-L1 Novice Scholar

Thomas Armstrong

86-105
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Labeling Discourse to Build Academic Persona

Geneviève Bordet

106-118
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Educational Genres in Eastern Europe: A Comparison of the Genres in the Humanities Departments of three Countries of Three Different Universities in Three Different Countries

Mira Bekar, Claudia I. Doroholschi, Otto Kruse, Tatyana Yakhontova

119-132
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Research Article Titles and Disciplinary Conventions: A Corpus Study of Eight Disciplines

Robin L. Nagano

133-144
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Increasing Student Responsibility in Revision Efforts: Redefining and Restructuring Peer Response with the Millennial Generation

Crystal Bickford

145-156
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Intensive Reflection in Teacher Training: What is it Good For?

Estela Ene, Cassidy Riddlebarger

157-167
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Vol. 5 No. 1 (2015): Teaching Writing across Languages and Cultures - The Wealth of Diversity in European Contexts

Editorial

Editorial and Production Credits (Vol. 5 No. 1 Spring 2015)

Editorial: EATAW 2013: Teaching Writing across Languages and Cultures - The Wealth of Diversity in European Contexts

Articles

An International Discourse Community, an Internationalist Perspective: Reading EATAW Conference Programs, 2001-2011

Resource-focused Research for Multilingual Competence in Scientific Writing

Developing a German-English Dictionary of the Common Language of Academia

Scaffolding Strategies: Enhancing L2 Students’ Participation in Discussions about Academic Texts

An Analysis of the Citation Practices of Undergraduate Spanish Students

Peer Tutoring in Academic Writing with Non-Native Writers in a German Writing Center – Results of an Empirical Study

Writing at Portuguese Universities: Students’ Perceptions and Practices

Peer Feedback in Disciplinary Writing for Publication in English: The Case of ‘Rolli’, a German-L1 Novice Scholar

Labeling Discourse to Build Academic Persona

Educational Genres in Eastern Europe: A Comparison of the Genres in the Humanities Departments of three Countries of Three Different Universities in Three Different Countries

Research Article Titles and Disciplinary Conventions: A Corpus Study of Eight Disciplines

Increasing Student Responsibility in Revision Efforts: Redefining and Restructuring Peer Response with the Millennial Generation

Intensive Reflection in Teacher Training: What is it Good For?

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