The Journal of Academic Writing is an international, peer-reviewed journal that focuses on the teaching, tutoring, researching, administration and development of academic writing in higher education in Europe.
Published by the European Association for the Teaching of Academic Writing (EATAW), the Journal of Academic Writing is relevant to teachers, scholars, and program managers across disciplines and across the world who are interested in conducting, debating and learning from research into best practices in the teaching of writing.
Vol 1, No 1 (2011)
Table of Contents
Articles
| Editorial and Production Credits (Vol. 1, No. 1, Autumn 2011) | |
| Journal of Academic Writing | i |
| 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 |
| Academic and Digital Literacies and Writing in the Disciplines: A Common Agenda? | |
| Jan Parker | 1-11 |
| Student Writing in Transition: Crossing the Threshold? | |
| Mary Scott | 12 |
| University Literacies: French Students at a Disciplinary ‘Threshold’? | |
| Isabelle Delcambre, Christiane Donahue | 13-28 |
| Modeling Multivocality in a U.S.-Mexican Collaboration in Writing Across the Curriculum | |
| Mya Poe, Jennifer Craig | 29-36 |
| Perceptions and Anticipation of Academic Literacy: ‘Finding Your Own Voice’ | |
| Claire A. Woods, Paul Skrebels | 37-45 |
| The Dialect of the Tribe: Interviewing Highly Experienced Writers to Describe Academic Literacy Practices in Business Studies | |
| Liz Cain, Ian Pople | 46-53 |
| Developing the Writing Skills of Social Work Students: Connecting Academic and Professional Expertise | |
| Nathan Hughes, Sue Wainwright, Nicki Ward | 54-60 |
| Writing: An Essential and Powerful Communication Tool for Today’s ‘Three Dimensional’ Engineering Graduate | |
| Angela Ardington | 61-70 |
| Creating Participatory Writing Cultures in UK Higher Education | |
| Lisa Clughen, Christine Hardy | 71-78 |
| The Creation of a Transitional Discourse Community to Enhance Academic Writing in a Resource-Poor Environment | |
| Karin Zotzmann | 79-87 |
| A Writer Development Group for Master’s Students: Procedures and Benefits | |
| Sarah Haas | 88-99 |
| Revising and Rewriting in Collaborative Writing in Higher Education and Beyond | |
| Teodoro Alvarez Angulo | 100-109 |
| Investigating Peer Tutoring for Academic Writing Support in a UK University | |
| Joelle Adams | 110-119 |
| Fighting for Peer Tutoring in Writing: Learning How to Respond to Scepticism | |
| Ella Grieshammer, Nora Peters | 120-125 |
| Using Learners’ Diaries to Investigate the Influence of Students’ English Language Proficiency on Peer Assessment | |
| Huahui Zhao | 126-134 |
| ‘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 |
| 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 |
| Reader-Friendliness and Feedback: German-L1 Scholars’ Perceptions of Writing for Publication in English | |
| Thomas Armstrong | 153-164 |
| Let Them Plagiarise: Developing Academic Writing in a Safe Environment | |
| Chris Ireland, John English | 165-172 |
| An Insight into Textual Borrowing Practices of University-Level Students in Bosnia and Herzegovina | |
| Alma Jahic | 173-179 |
| Investigating Undergraduate Students’ Experiences with Argumentative Writing in a Post-War Kosovo | |
| Blerta Mustafa | 180-190 |
| Japanese and Taiwanese University Students’ Summaries: A Comparison of Perceptions of Summary Writing | |
| Masumi Ono | 191-205 |
| Reviewing Critical Reviews in Postgraduate Teaching in Tertiary Institutions | |
| Rajeswary Appacutty Sargunan, Mohana Nambiar | 206-211 |
| Invisible Writing: An Exploration of Attitudes towards Undergraduate Use of Standard Written English in UK Higher Education | |
| Pat Hill | 212-221 |
| Take it Step by Step: Following a Process Approach to Academic Writing to Overcome Student Anxiety | |
| Elif Demirel | 222-227 |
| ‘What am I Expecting and Why?’ How can Lecturers in Higher Education Begin to Address Writing Development for their Students? | |
| Amanda French | 228-238 |
| Impacting the Academic Writing Culture of Israel | |
| Trudy Zuckermann, Bella Rubin, Hadara Perpignan | 239-247 |
| What Teachers of Academic Writing Can Learn from the Writing Center | |
| Bonnie Devet | 248-253 |
| 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 |
| Using the ‘Balanced Scorecard’ Method to Evaluate and Plan Writing Centre Provision | |
| Lisa Ganobcsik-Williams, Christine Broughan | 267-279 |
| Encouraging and Supporting Teacher Research in the US and UK | |
| Cinthia Gannett, John Brereton, Christiane Donahue, Mary Deane | 280-296 |
ISSN: 2225-8973