Academic Writing is emerging as a distinct subject for teaching and research in higher education in the UK and elsewhere. Teaching Academic Writing in UK Higher Education introduces this growing field and provides a resource for university teachers, researchers and administrators interested in developing students' writing.
About the Author
Table of ContentsIntroduction: Responding to the Call for Academic Writing Theory and Pedagogy.- PART ONE: STARTING POINTS FOR THEORY AND PEDAGOGY.- New Contexts, New Challenges: The Teaching of Writing in UK Higher Education; R.Ivanic & M.R.Lea.- The Point of Writing: Is Student Writing in Higher Education Developed or Merely Assessed?; R.Catt & G.Gregory.- 'Academic Literacies' Research as Pedagogy: Dialogues of Participation; T.M.Lillis.- PART TWO: DEVELOPING UK WRITING PROGRAMMES AND INITIATIVES.- A Critical Narrative of the Evolution of a US/UK Writing Programme; A.Tomic.- Exploiting the Potential of Writing for Educational Change at Queen Mary, University of London; S.Mitchell & A.Evison.- Teaching Writing within a Discipline: The Speak-Write Project; T.Young & S.Avery.- Building an Academic Writing Programme from Within a Discipline; A.Ganobcsik-Williams.- Engineering Writing: Replacing 'Writing Classes' with a 'Writing Imperative'; A.Ahearn.- If Not Rhetoric and Composition, Then What? Teaching Teachers to Teach Writing; R.Murray.- PART THREE: RESPONDING TO OTHER MODELS.- Teaching Academic Writing from the 'Centre' in Australian Universities; J.Skillen.- Sentimental Education: First-Year Writing as Compulsory Ritual in American Colleges and Universities; J.Heyda.- Learning From Not Duplicating US Composition Theory and Practice; J.A.Mullin.- Skills, Access, and 'Basic Writing': A Community College Case Study from the United States; M.J.Curry.- Peering across the Pond: The Role of Students in Developing Other Students' Writing in the UK and USA; B.Devet, S.Orr, M.Blythman & C.Bishop.- Bibliography.- Index.
What People are Saying About This
This is a fascinating, informative and important book. All the chapters are very readable, and the subject matter is relevant to, and of interest to, every teacher in Higher Education.' - Dr. John Peck, Cardiff University, UK
'The quality of the essays overall is very high. The contributors are very well placed and well prepared to offer the research results and curricular reflections found here. The range of institutional differences within the UK contributes to the richness of the volume. As a reader located in the US with little knowledge of conditions in the UK, I gained a great deal of useful comparative information.' - Susan Jarratt, Professor of Comparative Literature, University of California, Irvine, USA