CHI TIẾT NGHIÊN CỨU …
Tiêu đề
A European Model for Writing Support
Tác giả
Harbord J.
Năm xuất bản
2018
Source title
Multilingual Education
Số trích dẫn
0
DOI
10.1007/978-3-319-95198-0_2
Liên kết
Tóm tắt
The recent growth of writing initiatives in Central and Eastern Europe has created a situation where the natural solution is to look to countries where models for teaching writing are well established, most notably the US, but also to a lesser extent the UK. While the US provides highly developed models for teaching and supporting writing in English as a first language at the undergraduate level and in the context of a liberal arts model of higher education, the UK offers models for teaching writing in English as a second language at the graduate level so as to integrate them into the British education system. Neither of these models considers what it might be like to teach writing in a first language other than English or in English in a non-English-speaking country. In this sense, transferring models across new contexts involves a degree of risk for mismatch. In this chapter, I deconstruct the options available to those teaching writing in Romania and consider how institutions can combine elements in new ways in order to create a European model of writing support. © 2018, Springer Nature Switzerland AG.
Từ khóa
Academic writing; Teaching writing; Writing course; Writing model; Writing support
Tài liệu tham khảo
What is a 21St Century Liberal Education? Retrieved from Association of American Colleges & Universities Website, (2016); Brooks J., Minimalist tutoring: Making the student do all the work, Writing Lab Newsletter, 15, 6, pp. 1-4, (1991); ESL Writers: A Guide for Writing Center Tutors, (2004); Carino P., Reading our own words: Rhetorical analysis and the institutional discourse of writing centers, Writing Center Research: Extending the Conversation, pp. 91-110, (2002); Fragments and run-ons, Retrieved from Chapel Hill Writing Center Website, (2014); Clark I.L., Healy D., Are writing centers ethical?, WPA: Writing Program Administration, 20, 1-2, pp. 32-48, (1996); Connor U., Contrastive Rhetoric: Cross-Cultural Aspects of Second Language Writing, (1996); Centre for academic writing, Retrieved from Coventry University Centre for Academic Writing Website, (2016); Downs D., Wardle E., Teaching about writing, righting misconceptions: (Re) envisioning “first-year composition” as “Introduction to Writing Studies, College Composition and Communication, 58, 4, pp. 552-584, (2007); Else H., Too many PhDs, not enough tenured positions. Times Higher Education. May 28, 2015, Retrieved From, (2015); Enkvist N.E., Why we need contrastive rhetoric, Alternation, 4, 1, pp. 188-206, (1997); Harbord J., Minimalist tutoring–an exportable model?, The Writing Lab Newsletter, 28, 4, pp. 1-5, (2003); Harbord J., Writing in Central and Eastern Europe: Stakeholders and directions in initiating change, Across the Disciplines, 7, (2010); Herzberg F., Mausner B., Snyderman B., The Motivation to Work, (1959); Jordan R.R., English for Academic Purposes: A Guide and Resource Book for Teachers, (1980); Kitzhaber A.R., Themes, theories, And Therapy: The Teaching of Writing in College, (1963); Kruse O., Keine Angst Vor Dem Leeren Blatt: Ohne Schreibblockaden Durchs Studium, 16, (2000); Leki I., Carson J.G., Students’ perceptions of EAP writing instruction and writing needs across the disciplines, TESOL Quarterly, 28, 1, pp. 81-101, (1994); Matsuda P.K., Process and post-process: A discursive history, Journal of Second Language Writing, 12, 1, pp. 65-83, (2003); Nelms G., Dively R.L., Perceived roadblocks to transferring knowledge from first-year composition to writing-intensive major courses: A pilot study, WPA: Writing Program Administration, 31, 1-2, pp. 214-240, (2007); North S.M., The idea of a writing center, College English, 46, 5, pp. 433-446, (1984); Phillipson R., Linguistic Imperialism, (1992); Phillipson R., English for globalisation or for the world’s people?, International Review of Education, 47, 3-4, pp. 185-200, (2001); Rinne R., Koivula J., The dilemmas of the changing university, Entrepreneurialism in Universities and the Knowledge Economy: Diversification and Organizational Change, pp. 183-199, (2008); Russell D.R., Writing in the academic disciplines, 1870–1990: A curricular history. Order Dept., Southern Illinois University Press, PO Box, 3697, pp. 62902-63697, (1991); Shamoon L.K., Burns D.H., A critique of pure tutoring, The Writing Center Journal, 15, 2, pp. 134-151, (1995); Swales J.M., Feak C.B., Academic Writing for Graduate Students: Essential Tasks and Skills, 1, (2004)
Nơi xuất bản
Springer Science and Business Media B.V.
Hình thức xuất bản
Book chapter
Open Access
Nguồn
Scopus