Schedule of Events Monday 15 June 08.30–17.00 09.00–09.30 09.30–11.00 11.00–11.30 11.30–12.00 12.10–12.40 12.50–13.20 13.30–14.30 14.40–15.10 15.20–15.50 16.00–16.30 16.30–17.00 17.10–17.40 17.50–18.35
19.00–22.00
Registration Opening Session Keynote Address by Ulla Connor Tea/Coffee Break Parallel Sessions 1 Parallel Sessions 2 Parallel Sessions 3 Lunch Parallel Sessions 4 Parallel Sessions 5 Parallel Sessions 6 Tea/Coffee Break Parallel Sessions 7 Estonian Culture and Language Classes Tour of Library Tour of Language Centre Festive Dinner
Tuesday 16 June 08.30–17.00 09.00–10.30 10.30–11.00 11.00–11.30 11.40–12.10 12.20–12.50 13.00–14.00 14.00–15.30 14.00–14.30 14.40–15.10 15.20–15.50 16.00–16.45
Registration Keynote Talk by Jim Donohue and Caroline Coffin Tea/Coffee Break Parallel Sessions 1 Parallel Sessions 2 Parallel Sessions 3 Lunch Workshop by Ulla Connor Parallel Sessions 4 Parallel Sessions 5 Parallel Sessions 6 EATAW Meeting and Elections Estonian Culture and Language Classes Tour of Library Tour of Language Centre 17.00–18.30 Visit to Mektory Wednesday 17 June 08.30–17.00 09.00–10.00 10.00–10.30 10.40–12.10 10.40–11.10 11.20–11.50 12.00–12.30 12.30–13.10 12.30–13.30 13.40–14.10 14.20–14.50 15.00–15.45 15.45–16.15 16.15–16.45 17.00–19.00
Registration Keynote Talk by Terry Myers Zawacki Tea/Coffee Break Workshop by Jim Donohue and Caroline Coffin Parallel Sessions 1 Parallel Sessions 2 Parallel Sessions 3 Meeting of the new EATAW Board Lunch Parallel Workshops 4 Parallel Workshops 5 Closing Panel: Ulla Connor, Jim Donohue, Terry Myers Zawacki, Magnus Gustafsson Closing Ceremony Tea/Coffee Break Old Town Tour
Mo
Monday, 15 June 2015 9:00 → Festive Hall
EATAW 2015 Conference Programme
Opening Session
9:30
Keynote Address by Ulla Connor
11:00
¦ 11:30 → SOC-209 Mason Capturing the Struggle: Understanding the Metacognitive Strategies for Academic Writing of Work-Based Learners at University 12:10 Thomas, Armstrong “Looking Away”: Private Writing Techniques as a Form of Transformational Text Shaping
→ SOC-219
→ NRG-226 → NRG-131
→ SOC-222
→ SOC-221
→ SOC-213
→ SOC-217
→ SOC-218
→ SOC-211C
→ SOC-214 → SOC-211A
→ SOC-210
Hasanen, Freede Do We Know What They (Think They) Need? Comparing Student and Faculty Perceptions of Writing in an English Studies Program
Harbord The Securiti sation of Plagiarism
Clughen, Hardy Supporting Writing in the Disciplines – Into the Contextual Vortex
Corr Beyond Formal Conventions – Talking About Academic and Scientific Writing in an Interdisciplinary Context
Göpferich Writing Centres as the Driving Force of Program Development: From Add-On Study Skills Courses to Content and Literacy Integrated Tertiary Education
Bloch Digital Storytelling in the L2 Academy Writing Classroom: Expanding the Possibilities of Expression and Learning
Lappalainen Enhancing Publication Productivity among Doctoral Student – A Case Study from Aalto University
Kochanska Academic Writing Competence in the Light of Multilingualism – Tracing Special Needs and the Development of Competence
WORKSHOP Wolfsberger Feminist Writing Practice? Texts, Wounds, Wishes
WORK SHOP Frei Diversity- Oriented Teaching of Academic Writing
de Glopper Writing Beliefs and Writing Approaches of University Students: An Interview Study among Master Thesis Writers and Their Supervisors
Taylor Plagiarism as Practice in a Graduate Academic Writing Course
Eriksson A., Gustafsson, Hommerberg, Malmström, Maricic, Pecorari, Shaw PROFILE (Professional Literacy in English) – A Study of the Relationship between English as the Medium of Instruction and the Development of Professional English Literacy
Girgensohn Learning Writing through Researching Writing: Students Investigate How Students’ Papers Progress
Janse van Rensburg Plagiarism Rehabilitation as Catalyst in the Successful Growth of the Writing Centre Environment
Rolinska Crossing the Bridge – Bridging the Gap
Brinkschulte, Stoian, Borges, Barczaitis Natural Scientists’ Translingual Practice for Writing Scientific Publications
SYMPOSIUM Bromley, Scott, Bonazza Transatlantic Perspectives on Writing Centers: Surveying Institutions and Sharing Practices to Develop Situated Writing Support
12:50 RömmerNossek Towards a New Cognitive Theory of Writing Processes
Williams Knowing Where They’ve Been: Engaging Students’ Attitudes and Dispositions Toward Academic Writing
Franzky, Krämer, Kohl Plagiarism in 70 Types of Inter textual Error Patterns
Dorang “Talking My Way Out of the Ivory Tower”: International Junior Researchers Meet Interdisciplinary Audience
Bergman The Research Circle as a Resource in Challenging Academics’ Perceptions of How to Support Students’ Writing in Higher Education
Huemer, Deroey, Lejot Writing Support in a Multilingual Context: What Do Staff and Students Need?
Miller, Wilson The Challenges of Developing and Evaluating an English Academic Writing Website for Use in Different Instructional Settings
Jorgensen, A. H. Why Should I Write about My Teaching? On Scholarship of Teaching and Learning
SYMPOSIUM Leijen, Käsper, Türk, Põiklik, Kruse, Jürine, Lepajõe Analysing Academic Writing Practices at the University of Tartu: A Multifaceted Perspective on Languages, Teaching, and Traditions
13:30 → U01 Dining Hall
”
14:30 14:40 → SOC-220 POSTER PRESENTATIONS Alas Bittner Kasparkova McIntosh Kotkas, 15:20 Rannula, Salumets
→ NRG-226
→ SOC-209
→ SOC-222
→ NRG-131
→ SOC-221
Nuzha Teaching and Assessing Academic Writing: What Does EAP Stand for?
O'Sullivan Student Perspectives on the Value of Training in Collaborative Writing
Paynter, van Leeuwen Confined by Conventions? Exploring L2 Students’ Sense of Ownership in Scientific Writing
Parry Genre Analysis of Pharmacy Journal Articles and Its Application to EAP Teaching
Broido, Rubin A Working Alliance: Framing the Tutor-Tutee Relationship
Mossman Developing a Shared Understanding of Expectations of Written Assessment: A Programme Level Approach to Teaching Academic Writing in the Disciplines
De Wachter, Heeren, D’Hertefelt Stimulating Weak First-Year University Writers’ Writing Strategies through Observational Learning and Collaborative Writing
Chi Constructing Writers’ Identities through Critical Reflections
Braidwood, McAnsh Disciplinary Differences in Constructing Cohesion and Coherence in Research-Paper Abstracts
Bräuer, Doleschal “WRILAB2”: Developing an On-Line Reading and Writing Laboratory for L2 Students
Kearns, Turner Weighing What Matters: A Generative Schema for Writing Assessment
Vode, von Rautenfeld Autonomous Academic Writing Groups for Undergraduate Students
Gartland Diligent Student, Caring Practitioner or Expert Scientist? The Discursive Construction of Identity by MSC Health Sciences Students Writing a Review Paper
Petrić, Ono Literary Quotes: L1 English Writers’ Use of Direct Quotations in Literature PhD Thesis Introductions
Mokgwathi Using a Writing Centre to Enhance the Writing Skills of Students for Whom English is Not a First Language in a Technical University: A Case Study
→ SOC-211C
WORKSHOP Klein, Kirschbaum Logic in Academic Writing
→ SOC-210
ROUNDTABLE Anson, Moxley, Leijen, Finnegan, Wärnsby, Kauppinen Theorizing Community Rubrics: Limits, Research, and Case Studies
→ SOC-218
→ SOC-211A
ROUNDTABLE Muir, Patel Harnessing Disciplinary Backgrounds to Enrich Writing Pedagogies
WORKSHOP Mullin, Gustafsson, Zawacki, Ganobcsik- Williams, Ball Expanding or Limiting Access? Re-Visioning the Calls for and Affordances of International English- Medium On-Line Publications
→ SOC-214
WORKSHOP Voigt When Tutor Meets Tutor
→ SOC-213
WORKSHOP Lazar From the Micro to the Macro: Embedding Support for Academic Writing across an Academic School/Faculty
16:00
16:30
¦ 17:10 → SOC-214 Hughes, Minning Interactive Editing: A Strategy for Supporting Professors at a German Technical University
→ SOC-213
17:50 → SOC Tour of Language Centre 19:00
→ LIB
Nathan A Genre-Based Study of Case Response Writing on an MBA Programme
Tour of Library
22:00
Monday, 15 June 2015
→ SOC-211C
Ofte Outsiders/Insiders: Students Negotiating Their Position(s) in Academic Discourse Using Dialogue Journals
→ SOC-211A
Delahunt, Everitt Reynolds, Maguire Writing and Identities in Transition: The Relationship between Authorial Identity and Emerging Professional Identities in Nursing and Midwifery Undergraduates
→ SOC-209
Harvey, S., Stocks The Trans disciplinary Turn: Challenges and Opportunities in Academic Writing
→ NRG-131
→ NRG-226
Nicholls, Wrigglesworth Synthesising Dilemmas in Academic Writing: A Learner Specific Discipline Approach
Johnson Anticipation: Raising Aspiration as the Path to Success
→ SOC-222
RömmerNossek, Kuntschner, Zwiauer Rapid Implementation of Academic Writing Services
→ SOC-219
→ SOC-217
Ryvitytė Voices of Reviewers: Expression of Evaluation in English and Lithuanian
Zimmermann, Rickert Improving Feedback Quality in Online Forums
→ SOC-210
Barbosa-Trujillo, Keranen The White Worsted Thread: Third Space Encounters in English L2 Writing – An Examination of Research Writing for Publication in English in a Physics/Mathematics Public University Faculty in Central Mexico
→ SOC-213
Estonian Language Classes Festive Dinner at Glehn Castle
Mo
EATAW 2015 Conference Programme
Tu
Tuesday, 16 June 2015 9:00 → Festive Hall
EATAW 2015 Conference Programme
Keynote Talk by Jim Donohue and Caroline Coffin
10:30
¦
11:00 → NRG-131 Christoph What’s Personal about Academic Writing?
→ NRG-226
→ SOC-209
→ SOC-221
→ SOC-214
→ SOC-220
→ SOC-222
→ SOC-211A
→ SOC-210
→ SOC-213
→ SOC-211C
Breuer Peer Feedback in an FL Context – Who Helps Better: An L1 or an FL Peer?
Zenger The Visuality of Written Texts: Multilingual Writers Making Design Choices
Cruz-Soto, Keranen Using Screen Capture Technology in Graduate Level Writing Feedback – What Do Students Do with the Feedback and Does It Impact Writing?
WORKSHOP Gebril Assessing Academic Writing in Higher Education: Challenges and Opportunities
Stahlberg, Mosler, Schlüter Written Peer Feedback: Initiating Processes of Thinking and Learning in a Mathematically- Oriented Course for Process Engineers
McConnell Bridging the Gap – Motivation and Equal Opportunities Versus Academic Credibility in the East End of London. How Wide Is Widening Higher Education?
Bianchi, McElwee, Entzenberg What Makes a Text Well-Written? Scriptor: A Tool to Develop Academic Writing Skills
WORKSHOP Glogarová, Kasparkova “We Learn from Mistakes” – The Most Frequent Difficulties Czech Students Face When Writing in English: An Analysis of Essays Written by Students of Philosophical Faculty
WORKSHOP Brodersen, Grote, Solheim, Steiner Writing Center – The Norwegian Way. The Establishment of the Bergen Writing Center and Experiences after the First Year in Business
ROUND-TABLE Manderstedt, Palo Teaching University Lecturers How to Teach SubjectSpecific Writing
Kirchhoff, Jeszke Self- Efficacy and Motivation
WORKSHOP Koppelt, Poloubotko, Brown Language as a Higher Order Concern: Enhancing Feedback within Writing Groups Using a Multilingual, Multi-Faculty, and Multi-Degree Level Construct
PROJECT MEETING van Genugten, Ouwendijk Is It Possible for Non-Writing Specialists to Review Writing Skills of Firstyear Students
SYMPOSIUM English, Fernando, Rummel, Sherazi, Thomas, Tuck What Does Academic Literacies Do for Us? Pedagogising Theory and Theorising Pedagogy
Honegger, Altorfer Writing and Shame
Banzer Lecture, Notes and Peer Feedback Enhance the Learning Taking Place in Lectures and Induce Higher-Order Thinking Skills
Albachten Challenges and Opportunities Teaching English Academic Writing to Socio-Culturally Diverse Non-Native Students: A 670-Subject Study with Implications for Teaching and Curricula
Pate Using Wikis to Develop Academic Writing Skills: Affordances, Constraints and Feedback Practices
11:40
12:20
13:00 → U01 Dining Hall
” → Festive Hall → SOC-209
14:00 Workshop by Ulla Connor
→ SOC-226
→ SOC-222
→ SOC-221
→ NRG-131
→ SOC-214
→ SOC-210
Green Genre as Social Practice: Re-Assessing the Relationship Between Genre and Process, with Implications for Academic Literacy Pedagogies
Kam To Have Your Darlings Killed: The Influence of Psychological Ownership on the Processing of Feedback in Writing Groups
Uysal Global Spread of English in Academia and Its Effects on Writing Instruction in Turkish Universities
Eriksson, A-M. Operationalizing Epistemic Practices: Negotiating the Textual Formation of Issues of Sustainable Development
Harvey, A., RussellMundine Discipline Knowledge, Academic Literacy and Cultural Competence: Interdisciplinary Collaboration in Support of Students’ Critical Reflective Writing
Yallop, Leijen Reanalysing Revision in the 21st Century
Hamp-Lyons Assessing Writing and Journal of English for Academic Purposes
Malmström, Gustafsson, Pecorari Using Voca bulary as an Indicator of Development of Academic Literacy and Academic Success
Northcott, Gillies, Caulton Feedback on Feedback. Improving Postgraduate Academic Writing Ability
Yoder Utilizing Knowledge of Students’ Previous L1 and English Written Rhetoric Instruction to Inform Instruction of Written Rhetorical Styles in English
Kaufhold Postgraduates’ Genre-Knowledge Development in ‘New Disciplines’
McGlade, Farrell, Maguire A Tale of Two Campuses: Exploring WID, WAC and WID in Different Context in Irish Higher Education
Emde, Hock Success and/or Failure of Written Feedback
Jahić Publishing and Presenting in English: The Experiences of Scholars from Bosnia and Herzegovina
GanobcsikWilliams Exploring the Directory of Academic Writing Provision: UK Higher Education
Sevier Student Response to Instructor Feedback on Writing: A Case Study
Hansen The Challenges of Academic Writing for Students from Contexts of Residual Orality with Special Reference to the Thought of Walter Ong
14:40
→ SOC-220
Mokgwathi Using Portfolios as Teaching and Assessment Tools in a Technical Writing Course: A Case Study
→ SOC-408
→ SOC-211A
ELECTRONIC POSTER PRESENTATIONS Hauptfeld Rienecker Mudoh Metzdorf, Kaib, Willumeit
WORKSHOP Clughen ‘Writing Is Physical Too’: Explorations of Writing as an Embodied Act
→ SOC-412
WORKSHOP Spielmann Makertext as Multimodal Writing Assignment
→ SOC-213
WORK SHOP Lahm, Anderson US-U Is Not German U (and Vice Versa): Considering Context in Integrating Writing into Curricula
15:20
16:00 → Festive Hall EATAW Meeting and Elections
→ SOC-213
Estonian Language Classes
→ LIB
Tour of Library/ Language Centre
Anderson A Transformational Approach for WAC/WID: Case Studies in Tuning and Progressive Development of Student Writing Abilities
→ SOC
Tour of Language Centre
17:00 Visit to Mektory 18:30
Tuesday, 16 June 2015
Tu
EATAW 2015 Conference Programme
We
Wednesday, 17 June 2015 9:00 → Festive Hall
EATAW 2015 Conference Programme
Keynote Talk by Terry Myers Zawacki
10:00
¦
10:40 → SOC-213 Workshop by Jim Donohue and Caroline Coffin
→ SOC-214
→ SOC-211C
→ NRG-131
→ SOC-209
→ SOC-219
→ NRG-226
→ SOC-222
Gomez Impact of Masters’ Theses on EFL Teachers´ English Writing Development
Freedman ‘Close Reading’ as a Course Theme in a Multilingual Classroom
Lawrence English as the Cornerstone of Sustainable Technology and Research (Ecostar)
Kaduk, Lahm Change from inside out – Initiating Curriculum Reform by Departmental Self-Reflection
Aiken ‘Balbh I Dhá Theanga’, Speechless in Two Languages: The Search for an Academic Voice among Bilingual Irish-English Speakers
Wilson Clasby Multimodal Praxis in the Writing Classroom: Fostering Creative Critical Discourse on Digital Identities through Autoethnography
Mulholland, Lind, McNeil Multiple Ways to Make Writing Public: Making a Critical Turn in Writing Pedagogy in a Teacher Education Program
Berggren, McGrath, Mežek Reading for an English Academic Writing Course: What Novice Students Do
Bernard Using Cbi, Sfl and Ceap to Integrate Content and Language Learning in a Higher Education Context
Ball, Anstey Creating a Writing Curriculum for Architecture and Design Doctoral Programs
Alagöz-Bakan, Linguri Multilingualism as a Key for the Improvement of Academic Writing
Lister Providing Feedback on IELTS Academic Writing for Large Numbers of Students: Fostering Learner Autonomy through Emporium-Style Engagement with Output
McNeil Clearing the Way for Successful Writing Pedagogies in a Teacher Education Program
Majchrzak, Salski, Molenda Becoming Better Writers – on the Use of Authentic Reading Materials in Teaching Second Language Writing
Wrigley Embedding Writing Instruction in a Postgraduate Degree Programme: A Case Study
Karaca, Inan A Measure of Possible Sources of Demotivating Factors in L2 Writing: Scale Development and Preliminary Validation
Jeszke, Sonntag Online Videos as a Tool for Writing Instruction
WORKSHOP Pitak Alternative Progress Assessments
→ SOC-211A
→ SOC-210
PROJECT MEETING James, Maxwell The Sharing of Practice and Research Across International Boundaries Via a Database
11:20
SYMPOSIUM Dreyfürst, Girgensohn, Liebetanz Implementing Writing Fellow Programs at Two German Universities: Impressions, Challenges and Research Results
12:00
12:30 → Festive Hall Meeting of the new EATAW Board
13:10
13:40 → SOC-219 Dalessandro, Dieter Cloud-Based Text Processing Tools in Academic Writing: Potential Benefits and Difficulties
”
→ SOC-211C
→ NRG-131
→ NRG-226
→ SOC-218
→ SOC-210
→ SOC-209
Raedts, Van Steendam, De Grez, Hendrickx The Effects of Explicit and Implicit Strategy Instruction in an Academic Writing Video Tutorial
Molinari An Archaeology of Academic Writing(s): Using History to Understand the Present and Future of Academic Writing”
Ek Challenges and Solutions in the International Upper-Division Writing Classroom: Student Perspectives
van Kruiningen, de Boer, Grit Meta writing and Professional Writing in a ‘Real-World’ Project
Jónsson, Birgisdóttir Gender-Balance in the Writing Center
Clughen Two Approaches to Contextualising Writing Support Within the Disciplines: Project LISA (Learning in Specialised Areas) and Dialogic Lecture Analysis
Bloch The Challenges and Opportunities of New Literacy Spaces: How MOOCS and Flipped Classrooms Have Impacted Second Language Composition Teaching
Russell Multiple Contexts and the Pheno menology of Academic Writing: Rethinking Miller’s Genre as Social Action
Charles "Like a Blessing for International Students": Independent Long-Term Use of Do-It-Yourself Corpora
Wette Making Learning Visible: The Value of Concept Mapping in Academic Writing Instruction
Mundelius, Stierwald, Djahani The Students’ Perspective on the Writing Fellow Program
Harvey, A., James, Szenes, Kim, Stevenson The Theoretical Shaping of Sustainable Embedded Writing Instruction
→ SOC-222
French "Conditions and Processes": Understanding Professional Academic Writing as a Social Practice in Higher Education
→ SOC-221
WORKSHOP Oncul Teaching Argumentation: The Toulmin Model at Work
→ SOC-214
WORKSHOP Rienecker, Jorgensen, P. S. Article Writing Workshops for College Faculty
14:20
15:00 → SOC-219
15:45
Closing Panel Discussion Ulla Connor, Terry Myers Zawacki, Jim Donohue, Magnus Gustafsson. Moderator: Kärt Rummel
Closing 16:15
¦ 17.00
Old Town Tour 19:00 It has been wonderful to have you with us at Tallinn University of Technology! See you at the next EATAW Conference!
→ SOC-211A
WORKSHOP Vicary, Brewer Developing Specificity in the Writing Classroom
→ SOC-213
WORKSHOP StetsonTiligadas Scaffolding Academic Writing through Wikis