Mary Scott, Institute of Education, University of London
Joan Turner, Language Studies Centre, Goldsmiths, University of London

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In academic writing pedagogy, proofreading is usually seen as the last stage, after a piece of writing has been drafted and re-drafted several times. Often the advice is to wait a couple of days before re-reading, so that mistakes or infelicitous expressions can be more easily spotted.

Ulrike Lange, Köln/Universität Bochum

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In this article, I recommend using literary texts as a starting point for working with students in higher education on writing problems, because these texts can touch on topics usually taboo in academia.

Paula Gillespie, Marquette University
Harvey Kail, University of Maine

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Since the 1980s, theories of collaborative learning have informed the teaching and work with peers in writing across the curriculum as well as the learning that takes place in writing centers.

Wendy Smeets and Isabel Solé

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This article argues that adequate task representation can help students avoid plagiarism in academic writing tasks and reports results of research conducted at postgraduate level in the UK.

José Brandão Carvalho, University of Minho, Portugal

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Academic success depends on students’ knowledge and on their capacity to communicate it properly; writing skills are relevant in this process.

Judith Kearns and Brian Turner, University of Winnipeg, Canada

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The writing culture of Canadian universities is rooted in 19th century British philosophies and educational models, particularly the belles lettres tradition and Matthew Arnold’s view that higher education must aim to develop critical appreciation of «the best that has been thought and written».

Richard Bailey, School of Arts and Social Sciences, Northumbria University, UK

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This paper considers the results of qualitative research into teachers’ perceptions of the role and efficacy of written
feedback in disciplinary teaching, assessment and learning.

Magdalena Kilarska, The State Higher Vocational School, Nysa, Poland

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The paper demonstrates the results of a study involving second-year students of English Philology at The State Higher Vocational School in Nysa, Poland.

Emily Purser, University of Wollongong
Jan Skillen, University of Wollongong
Mary Deane, Coventry University
James Donohue, Open University
Kelly Peake, Queen Mary, University of London

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Where, when and how (indeed whether) academic writing should be taught to university students, who are not necessarily aiming to study ‹language› per se, has long been a concern in higher education.

Bella Rubin, Tel Aviv University; Trudy Zuckermann, Achva Academic College of Education, Israel

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It has been an uphill battle, but in one form or another, academic writing courses in English are operating in most of the universities in Israel today.

Stans Smeets, Communication in Science, Leiden University Medical Centre (LUMC), the Netherlands

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At the Leiden University Medical Centre (LUMC), effective writing strategies and how to internalize these have been part of the Communication in Science teaching program for 20 years.

Chris Thaiss, University of California at Davis

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Begun in 2006, this survey-based project aims to identify and facilitate activity and interest in writing in the disciplines in higher
education around the world.

Lawrence Smith, Charles University, Prague

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International students, with a good command of the language, often join English medium graduate programs believing that their language ability will be sufficient for them to get through their studies.

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Students face difficulties in writing literature reviews that relate in particular to limited knowledge of the genre.

Trudy Zuckermann and Maureen Rajuan, Achva Academic College of Education, Israel

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John Dewey (1933) and Donald Schon (1987) pioneered the concepts of «reflective thought» and «reflective action» in teacher education.