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