Synopses & Reviews
The writing projects introduced in Teaching Academic Writing in European Higher Education have been pioneering as their country's first endeavors towards a research-based teaching of academic writing. They serve as guiding examples for educators and administrators of European universities that are interested in starting and developing writing programs or writing centers themselves. The structure of this book reflects the specific needs for and demands from writing instruction in certain stages of transition from school to university, from graduate to post graduate and to professional training. The chapters display writer-, text- and discipline-based approaches.
Teaching Academic Writing in European Higher Education describes in detail teaching philosophies, curricular structures, research approaches and organizational models used in European countries. It offers concrete teaching strategies and examples: from individual tutorials to large classes, from face-to-face to web-based teaching. The authors address educational and cultural differences between writing instruction in Europe and the US, and show how European academic writing facilities and programs take part in an international quest for new approaches to teaching and tutoring in higher education.
DAVID R. RUSSELL English Department of Iowa State University, U. S. A. I was fortunate to attend, as a visitor from the U. S., the first European Association for the Teaching of Academic Writing (EATAW) conference in 2001 at Groningen. I was struck by the similarities in the challenges higher education faces on both sides of the Atlantic in terms of developing students academic writing, and students learning through writing. It is indeed an international problem. But I was equally struck by the profound differences in responding to these challenges among - tions, institutions, disciplines, and even within disciplines. The essays in this - traordinary volume address a growing demand for help with academic writing, on the part of students and academic staff alike. And they do so in ways that bring fresh approaches, not only to Europeans, who have only recently begun to study academic writing, but also to researchers and academic staff in the U. S., where we have a c- tury-old tradition of attention to the problem but are much in need of these fresh approaches. Academic writing has become a problem in higher education all around the world because higher education sits smack between two contradictory pressures. On one end, far more students (and far more diverse students) come streaming into higher education bringing in a far greater diversity of linguistic resources (often interpreted as standards are falling, as Frank, Haacke & Tente point out)."
This volume describes in detail teaching philosophies, curricular structures, research approaches and organizational models used in European countries. It offers concrete teaching strategies and examples: from individual tutorials to large classes, from face-to-face to web-based teaching, and addresses educational and cultural differences between writing instruction in Europe and the US.
Table of Contents
Preface; D.A. Russell.
Teaching Academic Writing In European Higher Education: An Introduction; L. Björk, G. Bräuer, L. Rienecker, P. Stray Jörgensen.
Part One: Text And Writer. Getting Started: Academic Writing In The First Year Of A University Education; O. Kruse. Text Types, Textual Consciousness And Academic Writing Ability; L. Björk. Teaching Academic Writing To International Students: Individual Tutoring As A Supplement To Workshops; S. Büker. The Genre In Focus, Not The Writer: Using Model Examples In Large-Class Workshops; L. Rienecker, P. Stray Jörgensen. A Good Paper Makes A Case: Teaching Academic Writing The Macro-Toulmin Way; S. Hegelund, C. Kock. Rethinking Feedback: Asymmetry In Disguise; M. Scott, K. Coate. The (Im)Possibilities In Teaching University Writing In The Anglo-American Tradition When Dealing With Continental Student Writers; L. Rienecker, P. Stray Jörgensen. Helping Doctoral Students To Finish Their Theses; K. Lonka.
Part Two: Teaching Academic Writing In Context. Centres For Writing & Reading - Bridging The Gap Between University And School Education; G. Bräuer. Writing At Norwegian Universities In An International Perspective; O. Dysthe. Contacts - Conflicts - Cooperation; A. Frank, S. Haacke, C. Tente. An Analysis Of The Discourse Of Study Support At The London Institute; S. Orr, M. Blythman. Creating A Basis For A Faculty-Oriented Writing Programme; F. Kramer, J. Van Kruiningen, H. Padmos. Implementation Issues For Study Support; M. Blythman, J. Mullin, J. Milton, S. Orr.
References. Author Index. Subject Index. List Of Contributors.