Exploring European Writing Cultures : Country Reports on Genres, Writing Practices and Languages Used in European Higher Education

Kruse, Otto; Chitez, Mădălina; Rodriguez, Brittany; Castelló, Montserrat; Gruber, Helmut; Sofianou-Mullen, Filitsa; Rienecker, Lotte; Jørgenson, Peter Stray; Delcambre, Isabelle; Breuer, Esther; Schindler, Kirsten; Kitis, Eliza; Hatzitheodorou, Anna-Maria; Kontouli, Cleopatra; Mattheoudakis, Marina; Vogt, Irene; Majchrzak, Ola; Salski, Łukasz; Pereira, Luí­sa Álvares; Graça, Luciana; Marques, Rute B.; Cardoso, Inês; Borchin, Mirela; Doroholschi, Claudia Ioana; Mateos, Mar; Castells, Núria; Iñesta, Anna; Cuevas, Isabel; Solé, Isabel; Illie, Cornelia; Peyer, Elisabeth; Coffin, Caroline; Donohue, Jim; Peake, Kelly; Yakhontova, Tatyana; Kaluzhna, Halyna; Fityo, Tetyana; Mazin, Dmytro; Morenets, Volodymyr

doi:10.21256/zhaw-1056

“…I also adhere to the consideration of writing as a socially, historically and culturally situated activity (Castelló & Donahue, 2012;Prior, 2006;Prior &Thorne, 2014), which implies that research writing practices and genres evolve as disciplinary communities develop and as purposes and ways to communicate and disseminate research diversify. The growth and dynamism of research-related genres over the last decades, and subsequent difficulty of defining and mapping them, are intrinsically linked to this diversification (Castelló, 2015;Chitez et al, 2015;Hyland & Guinda, 2012;Kruse et al, 2016;Nesi & Gardner, 2018). Despite considerable disciplinary and cultural variability-as well as other genres' relevance for research purposes (e.g., reports or essays)-theses, dissertations or manuscript monograph, research projects and articles are still considered core genres to communicate research plans or results (Hyland & Guinda, 2012;Nesi & Gardner, 2018;Swales, 2004;Yakhontova, 2002).…”

Section: Characterization Of Research Writingmentioning

confidence: 99%

Conform, Transform, Resist: The Scandinavian Way of Master�s Thesis Supervision and Its Contribution to Acquiring Research Literacy and Practice

Ankersborg

¹

,

Pogner

²

2022

Negotiating the Intersections of Writing and Writing Instruction

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Teachers of academic writing across European languages meet every two years for a conference to share research findings, pedagogical approaches, and to discuss new and old challenges. Having access to such a community is of course an asset. This collection grows out of the 10 th conference of the European Association for the Teaching of Academic Writing (EATAW) in 2019. The EATAW conferences and the publications from them, exemplify how drawing on, and contributing to, the collective wisdom of colleagues is essential to our professionalism. Given the range and quality of the research presented at the conference, the call for papers was a joint one with the Journal of Academic Writing (JoAW), and the special issue from the conference (https://publications.coventry.ac.uk/index.php/joaw/index) was published in December 2020.There is a natural overlap in topics and research approaches between the two publications but the contribution of a collection like this is the extended studies it allows. Chapters are twice as long or more than the article-length publications available in the special issue. The research areas and interests are very similar but the scope possible in the collection chapters is simply not an option in the special issue. There is also, possibly, a slight change of character between the JoAW articles and the collection chapters. Since the collection is a much slower publication, the findings, conclusions, and recommendations communicated in the collection chapters are slightly less time sensitive. One shared denominator in the chapters is the element of discussing models, approaches, and frameworks more than individual results. Needless to say, this is a difference of degree only.The 2019 conference explored the theme "Academic writing at intersections-Interdisciplinarity, genre hybridization, multilingualism, digitalization, and interculturality," and the contributions to this collection focus on the sorts of choices we face as teachers of academic writing and, indeed, as writers who seek publication as we stand at various intersections. Intersections explored in the chapters include our use of technology. It is true most of us increased the use of technology in the 2019/2020 and 2020/2021 academic years, and we got better at using different platforms and applications. We Zimmerman

show abstract

“…I also adhere to the consideration of writing as a socially, historically and culturally situated activity (Castelló & Donahue, 2012;Prior, 2006;Prior &Thorne, 2014), which implies that research writing practices and genres evolve as disciplinary communities develop and as purposes and ways to communicate and disseminate research diversify. The growth and dynamism of research-related genres over the last decades, and subsequent difficulty of defining and mapping them, are intrinsically linked to this diversification (Castelló, 2015;Chitez et al, 2015;Hyland & Guinda, 2012;Kruse et al, 2016;Nesi & Gardner, 2018). Despite considerable disciplinary and cultural variability-as well as other genres' relevance for research purposes (e.g., reports or essays)-theses, dissertations or manuscript monograph, research projects and articles are still considered core genres to communicate research plans or results (Hyland & Guinda, 2012;Nesi & Gardner, 2018;Swales, 2004;Yakhontova, 2002).…”

Section: Characterization Of Research Writingmentioning

confidence: 99%

Introduction

Gustafsson

¹

,

Eriksson

²

2022

Negotiating the Intersections of Writing and Writing Instruction

0

View full text Add to dashboard Cite

Teachers of academic writing across European languages meet every two years for a conference to share research findings, pedagogical approaches, and to discuss new and old challenges. Having access to such a community is of course an asset. This collection grows out of the 10 th conference of the European Association for the Teaching of Academic Writing (EATAW) in 2019. The EATAW conferences and the publications from them, exemplify how drawing on, and contributing to, the collective wisdom of colleagues is essential to our professionalism. Given the range and quality of the research presented at the conference, the call for papers was a joint one with the Journal of Academic Writing (JoAW), and the special issue from the conference (https://publications.coventry.ac.uk/index.php/joaw/index) was published in December 2020.There is a natural overlap in topics and research approaches between the two publications but the contribution of a collection like this is the extended studies it allows. Chapters are twice as long or more than the article-length publications available in the special issue. The research areas and interests are very similar but the scope possible in the collection chapters is simply not an option in the special issue. There is also, possibly, a slight change of character between the JoAW articles and the collection chapters. Since the collection is a much slower publication, the findings, conclusions, and recommendations communicated in the collection chapters are slightly less time sensitive. One shared denominator in the chapters is the element of discussing models, approaches, and frameworks more than individual results. Needless to say, this is a difference of degree only.The 2019 conference explored the theme "Academic writing at intersections-Interdisciplinarity, genre hybridization, multilingualism, digitalization, and interculturality," and the contributions to this collection focus on the sorts of choices we face as teachers of academic writing and, indeed, as writers who seek publication as we stand at various intersections. Intersections explored in the chapters include our use of technology. It is true most of us increased the use of technology in the 2019/2020 and 2020/2021 academic years, and we got better at using different platforms and applications. We Zimmerman

show abstract

“…I also adhere to the consideration of writing as a socially, historically and culturally situated activity (Castelló & Donahue, 2012;Prior, 2006;Prior &Thorne, 2014), which implies that research writing practices and genres evolve as disciplinary communities develop and as purposes and ways to communicate and disseminate research diversify. The growth and dynamism of research-related genres over the last decades, and subsequent difficulty of defining and mapping them, are intrinsically linked to this diversification (Castelló, 2015;Chitez et al, 2015;Hyland & Guinda, 2012;Kruse et al, 2016;Nesi & Gardner, 2018). Despite considerable disciplinary and cultural variability-as well as other genres' relevance for research purposes (e.g., reports or essays)-theses, dissertations or manuscript monograph, research projects and articles are still considered core genres to communicate research plans or results (Hyland & Guinda, 2012;Nesi & Gardner, 2018;Swales, 2004;Yakhontova, 2002).…”

Section: Characterization Of Research Writingmentioning

confidence: 99%

Moments of Intersection, Rupture, Tension: Writing and Academic Disciplines in the Semiperiphery

Zenger

¹

,

Pill

²

2022

Negotiating the Intersections of Writing and Writing Instruction

0

View full text Add to dashboard Cite

Teachers of academic writing across European languages meet every two years for a conference to share research findings, pedagogical approaches, and to discuss new and old challenges. Having access to such a community is of course an asset. This collection grows out of the 10 th conference of the European Association for the Teaching of Academic Writing (EATAW) in 2019. The EATAW conferences and the publications from them, exemplify how drawing on, and contributing to, the collective wisdom of colleagues is essential to our professionalism. Given the range and quality of the research presented at the conference, the call for papers was a joint one with the Journal of Academic Writing (JoAW), and the special issue from the conference (https://publications.coventry.ac.uk/index.php/joaw/index) was published in December 2020.There is a natural overlap in topics and research approaches between the two publications but the contribution of a collection like this is the extended studies it allows. Chapters are twice as long or more than the article-length publications available in the special issue. The research areas and interests are very similar but the scope possible in the collection chapters is simply not an option in the special issue. There is also, possibly, a slight change of character between the JoAW articles and the collection chapters. Since the collection is a much slower publication, the findings, conclusions, and recommendations communicated in the collection chapters are slightly less time sensitive. One shared denominator in the chapters is the element of discussing models, approaches, and frameworks more than individual results. Needless to say, this is a difference of degree only.The 2019 conference explored the theme "Academic writing at intersections-Interdisciplinarity, genre hybridization, multilingualism, digitalization, and interculturality," and the contributions to this collection focus on the sorts of choices we face as teachers of academic writing and, indeed, as writers who seek publication as we stand at various intersections. Intersections explored in the chapters include our use of technology. It is true most of us increased the use of technology in the 2019/2020 and 2020/2021 academic years, and we got better at using different platforms and applications. We Zimmerman

show abstract

Exploring European Writing Cultures : Country Reports on Genres, Writing Practices and Languages Used in European Higher Education

Cited by 12 publications

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Conform, Transform, Resist: The Scandinavian Way of Master�s Thesis Supervision and Its Contribution to Acquiring Research Literacy and Practice

Conform, Transform, Resist: The Scandinavian Way of Master�s Thesis Supervision and Its Contribution to Acquiring Research Literacy and Practice

Introduction

Moments of Intersection, Rupture, Tension: Writing and Academic Disciplines in the Semiperiphery

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