Teaching Academic Writing in European Higher Education (Studies in Writing)
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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.
single writing programme for all the departments, maintained by the departments themselves and consisting of a generally applicable writing course and standardised requirements concerning writing skills. This aspiration turned out to be too difficult to realise in a complex faculty like the Faculty of Arts, which consists of 22 different languages, arts and history courses, and encompasses a range of approaches to writing. Moreover, as the project proceeded, the team realised that the commission
reporting empirical studies, it will generally be easy to locate passages where the elements of the model are in evidence. Often there is a separate ‘Method’ section, which will usually contain most of the ‘Warrant’ material in the paper. The theory underpinning the study, i.e., the Backing, may often be found in the introductory section, and/or under the discussion of Method. The Claim may be found near the beginning in the form of a hypothesis, and in the ‘Discussion’ section in the form of an
the coherent relations between the propositions in the text and their organisation, whereas the situation model is a mental representation of the situation described by the text. Scardamalia and Bereiter (1991) pointed out that the construction of both the text base and the situation model during reading depends on domain knowledge, but also that a process is involved, similar to knowledge-transforming in writing. Problem solving during reading is typical of expert readers, whereas inexpert
have already been published: for instance Furchner, Großmaß, & Ruhmann (1999) and Ruhmann (1997a) on the concept of writing advice. Frank et al. (1999) and Frank, Hollmann, & Ruhmann (1995) contains an account of the project. 168 ANDREA FRANK, STEFANIE HAACKE & CHRISTINA TENTE problems and at enabling the students to come to terms with their problems through special writing assignments. A variety of other problems are often related to general writing difficulties – they can be related to
seek to evidence ‘poor current standards of literacy among higher education students.’ (Winch & Wells 1995). Their abstract offers insight into this model of literacy: ‘This paper records both dissatisfaction and evidence of current poor standards of literacy notably in the areas of the written word among higher education students.’ (Winch & Wells 1995). Their pejorative notion of ‘poor’ is very hard to quantify and is, after all, a relative concept. Indeed the use of the word ‘poor’ in addition