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  1. Teaching Academic Writing in European Higher Education
    Contributor: Björk, Lennart A. (HerausgeberIn); Bräuer, Gerd (HerausgeberIn); Rienecker, L. (HerausgeberIn); Stray Jörgensen, Peter (HerausgeberIn)
    Published: 2003.
    Publisher:  Imprint: Springer, Dordrecht ; Springer Netherlands

    Teaching Academic Writing in European Higher Education: An Introduction -- Text and Writer -- Getting Started: Academic Writing in the First Year of a University Education -- Text Types, Textual Consciousness and Academic Writing Ability -- Teaching... more

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    Max-Planck-Institut für ethnologische Forschung, Bibliothek
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    Universitäts- und Landesbibliothek Sachsen-Anhalt / Zentrale
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    Helmut-Schmidt-Universität, Universität der Bundeswehr Hamburg, Universitätsbibliothek
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    Gottfried Wilhelm Leibniz Bibliothek - Niedersächsische Landesbibliothek
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    Bibliotheksservice-Zentrum Baden-Württemberg (BSZ)
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    Universität Potsdam, Universitätsbibliothek
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    Teaching Academic Writing in European Higher Education: An Introduction -- Text and Writer -- Getting Started: Academic Writing in the First Year of a University Education -- Text Types, Textual Consciousness and Academic Writing Ability -- Teaching Academic Writing to International Students: Individual Tutoring as a Supplement to Workshops -- The Genre in Focus, not the Writer: Using Model Examples in Large-Class Workshops -- A Good Paper Makes a Case: Teaching Academic Writing the Macro-Toulmin Way -- Rethinking Feedback: Asymmetry in Disguise -- The (IM)Possibilities in Teaching University Writing in the Anglo-American Tradition When Dealing with Continential Student Writers -- Helping Doctoral Students to Finish Their Theses -- Teaching Academic Writing in Context -- Centres for Writing & Reading-Bridging the Gap between University and School Education -- Writing at Norwegian Universities in an International Perspective -- Contacts-Conflicts-Cooperation -- An Analysis of the Discourse of Study Support at the London Institute -- Creating a Basis for a Faculty-Oriented Writing Programme -- Implementation Issues for Study Support. 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).

     
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    Content information
    Source: Union catalogues
    Contributor: Björk, Lennart A. (HerausgeberIn); Bräuer, Gerd (HerausgeberIn); Rienecker, L. (HerausgeberIn); Stray Jörgensen, Peter (HerausgeberIn)
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 9780306481956
    Other identifier:
    Edition: 1st ed. 2003.
    Series: Studies in Writing ; 12
    Subjects: Learning.; Instruction.; Learning, Psychology of.; Education
    Scope: 1 Online-Ressource(VIII, 234 p.)
    Notes:

    Includes bibliographical references (p. 209-221) and indexes

    ""Preliminaries""; ""TABLE OF CONTENTS""; ""PREFACE""; ""TEACHING ACADEMIC WRITING IN EUROPEAN HIGHER EDUCATION""; ""GETTING STARTED""; ""TEXT TYPES, TEXTUAL CONSCIOUSNESS AND ACADEMIC WRITING ABILITY""; ""TEACHING ACADEMIC WRITING TO INTERNATIONAL STUDENTS""; ""THE GENRE IN FOCUS, NOT THE WRITER""; ""A GOOD PAPER MAKES A CASE""; ""RETHINKING FEEDBACK: ASYMMETRY IN DISGUISE""; ""THE (IM)POSSIBILITIES IN TEACHING UNIVERSITY WRITING""; ""HELPING DOCTORAL STUDENTS TO FINISH THEIR THESES""; ""CENTRES FOR WRITING & READING""; ""WRITING AT NORWEGIAN UNIVERSITIES IN AN INTERNATIONAL PERSPECTIVE""

    ""CONTACTS � CONFLICTS � COOPERATION""""AN ANALYSIS OF THE DISCOURSE OF STUDY SUPPORT AT THE LONDON INSTITUTE""; ""CREATING A BASIS FOR A FACULTY-ORIENTED WRITING PROGRAMME""; ""IMPLEMENTATION ISSUES FOR STUDY SUPPORT""; ""REFERENCES""; ""AUTHOR INDEX""; ""SUBJECT INDEX""; ""LIST OF CONTRIBUTORS""
  2. Teaching Academic Writing in European Higher Education
    Contributor: Björk, Lennart A. (HerausgeberIn); Bräuer, Gerd (HerausgeberIn); Rienecker, L. (HerausgeberIn); Stray Jörgensen, Peter (HerausgeberIn)
    Published: 2003.
    Publisher:  Imprint: Springer, Dordrecht ; Springer Netherlands

    Teaching Academic Writing in European Higher Education: An Introduction -- Text and Writer -- Getting Started: Academic Writing in the First Year of a University Education -- Text Types, Textual Consciousness and Academic Writing Ability -- Teaching... more

    Access:
    Resolving-System (lizenzpflichtig)

    Location:
    Universität Potsdam, Universitätsbibliothek
    Inter-library loan:
    Unlimited inter-library loan, copies and loan

     

    Teaching Academic Writing in European Higher Education: An Introduction -- Text and Writer -- Getting Started: Academic Writing in the First Year of a University Education -- Text Types, Textual Consciousness and Academic Writing Ability -- Teaching Academic Writing to International Students: Individual Tutoring as a Supplement to Workshops -- The Genre in Focus, not the Writer: Using Model Examples in Large-Class Workshops -- A Good Paper Makes a Case: Teaching Academic Writing the Macro-Toulmin Way -- Rethinking Feedback: Asymmetry in Disguise -- The (IM)Possibilities in Teaching University Writing in the Anglo-American Tradition When Dealing with Continential Student Writers -- Helping Doctoral Students to Finish Their Theses -- Teaching Academic Writing in Context -- Centres for Writing & Reading-Bridging the Gap between University and School Education -- Writing at Norwegian Universities in an International Perspective -- Contacts-Conflicts-Cooperation -- An Analysis of the Discourse of Study Support at the London Institute -- Creating a Basis for a Faculty-Oriented Writing Programme -- Implementation Issues for Study Support. 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).

     
    Export to reference management software   RIS file
      BibTeX file
    Content information
    Source: Union catalogues
    Contributor: Björk, Lennart A. (HerausgeberIn); Bräuer, Gerd (HerausgeberIn); Rienecker, L. (HerausgeberIn); Stray Jörgensen, Peter (HerausgeberIn)
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 9780306481956
    Other identifier:
    Edition: 1st ed. 2003.
    Series: Studies in Writing ; 12
    Subjects: Learning.; Instruction.; Learning, Psychology of.; Education
    Scope: 1 Online-Ressource(VIII, 234 p.)
    Notes:

    Includes bibliographical references (p. 209-221) and indexes

    ""Preliminaries""; ""TABLE OF CONTENTS""; ""PREFACE""; ""TEACHING ACADEMIC WRITING IN EUROPEAN HIGHER EDUCATION""; ""GETTING STARTED""; ""TEXT TYPES, TEXTUAL CONSCIOUSNESS AND ACADEMIC WRITING ABILITY""; ""TEACHING ACADEMIC WRITING TO INTERNATIONAL STUDENTS""; ""THE GENRE IN FOCUS, NOT THE WRITER""; ""A GOOD PAPER MAKES A CASE""; ""RETHINKING FEEDBACK: ASYMMETRY IN DISGUISE""; ""THE (IM)POSSIBILITIES IN TEACHING UNIVERSITY WRITING""; ""HELPING DOCTORAL STUDENTS TO FINISH THEIR THESES""; ""CENTRES FOR WRITING & READING""; ""WRITING AT NORWEGIAN UNIVERSITIES IN AN INTERNATIONAL PERSPECTIVE""

    ""CONTACTS � CONFLICTS � COOPERATION""""AN ANALYSIS OF THE DISCOURSE OF STUDY SUPPORT AT THE LONDON INSTITUTE""; ""CREATING A BASIS FOR A FACULTY-ORIENTED WRITING PROGRAMME""; ""IMPLEMENTATION ISSUES FOR STUDY SUPPORT""; ""REFERENCES""; ""AUTHOR INDEX""; ""SUBJECT INDEX""; ""LIST OF CONTRIBUTORS""