"Drawing its chapters from presentations at the 10th conference of the European Association for the Teaching of Academic Writing (EATAW), the contributors to this edited collection explore and reflect on the conference theme Academic Writing at Intersections - Interdisciplinarity, Genre Hybridization, Multilingualism, Digitalization, and Interculturality. The chapters focus on the choices we face as teachers of academic writing and, indeed, as writers who seek publication as we stand at these critical intersections. Key issues explored in the collection involve the challenges posed by new and emerging technologies, the complexity of approaches to supervision, questions surrounding the scaffolding of writing processes, strategies for navigating complex administrative contexts and structures, and strategies for addressing the translingual contexts most EATAW members face. The collection concludes with reflections from researchers associated with EATAW and related organizations"--

Expanding on their presentations at the 10th conference of the European Association for the Teaching of Academic Writing (EATAW), the contributors to this peer-reviewed edited collection explore and reflect on the conference theme Academic Writing at Intersections - Interdisciplinarity, Genre Hybridization, Multilingualism, Digitalization, and Interculturality. The chapters focus on the choices we face as teachers of academic writing and, indeed, as writers who seek publication as we stand at these critical intersections. Key issues explored in the collection involve the challenges posed by new and emerging technologies, the complexity of approaches to supervision, questions surrounding the scaffolding of writing processes, strategies for navigating complex administrative contexts and structures, and strategies for addressing the translingual contexts most EATAW members--and most teachers of writing--face. The collection concludes with reflections from researchers associated with EATAW and related organizations.

This scholarly research Handbook aggregates the broad-ranging, interdisciplinary, multidimensional strands of writing research from scholars worldwide and brings them together into a common intellectual space. This is the first such international compilation. Now in its second edition, the Handbook inaugurates a wide scope of international research advancement, with attention to writing at all levels of schooling and in all life situations. It provides advanced surveys of scholarship on the histories of world and child writing and literacy; interconnections between writing, reading, and speech; digital writing; writing in communities; writing in the sciences and engineering; writing instruction and assessment; and writing and disability. A section on international measures for assessment of writing is a new addition to this compendium of research. This Handbook serves as a comprehensive resource for scholars, graduate students, and advanced undergraduates in writing studies and rhetoric, composition, creative expression, education, and literacy studies.

This collection elaborates an innovative analytical framework for knowledge communication, bringing together insights from a range of professional settings to highlight how a cross-disciplinary approach can promote a new view of knowledge that emphasizes constructivist and cognitivist perspectives. The volume seeks to draw connections between different disciplines’ traditionally disparate studies of knowledge communication, defined here as the communication of domain knowledge between experts of the same discipline, experts of different disciplines, or non-experts with an interest in developing expert knowledge. Featuring work from scholars across linguistics, corporate communication, and sociology on diverse professional environments, chapters focus on one of three central aspects in the communication of expert knowledge: the textual carrier of the interaction, the roles and relationships between parties in these interactions, and the contexts in which the texts and communication occur. Taken together, the collection elucidates the value of an approach that supposes that expertise is co-created in interaction under the conditions of human cognitive systems and that knowledge asymmetries can offer both challenges and opportunities to better understand and generate new forms of communication and specialized knowledge. This book will be of interest to scholars interested in language and communication, professional communication, organizational communication, and sociology of knowledge.

"Critical pedagogy supports educators interested in continuously innovating and productively disrupting classroom expectations and norms. Grounded in a mix of theory and classroom practice, all chapters showcase and highlight ways of incorporating critical pedagogy and critical literacy in diverse teaching environments for the empowerment of teacher practice and student voice"--

"Motivated by a scholarly interest in race and whiteness studies, and by an ethical commitment to anti-racism work, contributors address a series of questions related to institutionalized racism in American higher education, especially in college and university writing centers"-- Provided by publisher.

Fourteen chapters researched and authored by scholars working in nine different countries and regions explore the contexts of foreign language writing pedagogy, the diversity of national and regional approaches, the role of universities, departments, and programs in pedagogy, and the cognitive and classroom dimensions of teaching and learning.

Writing studies has been dominated throughout its history by grand narratives of the discipline, but in this volume Bruce McComiskey begins to explore microhistory as a way to understand, enrich, and complicate how the field relates to its past. Microhistory investigates the dialectical interaction of social history and cultural history, enabling historians to examine uncommon sites, objects, and agents of historical significance overlooked by social history and restricted to local effects by cultural history. This approach to historical scholarship is ideally suited for exploring the complexities of a discipline like composition. Through an introduction and eleven chapters, McComiskey and his contributors—including major figures in the historical research of writing studies, such as Louise Wetherbee Phelps, Kelly Ritter, and Neal Lerner—develop focused narratives of particular significant moments or themes in disciplinary history. They introduce microhistorical methodologies and illustrate their application and value for composition historians, contributing to the complexity and adding momentum to the emerging trend within writing studies toward a richer reading of the field’s past and future. Scholars and historians of both composition and rhetoric will appreciate the fresh perspectives on institutional and disciplinary histories and larger issues of rhetorical agency and engagement enacted in writing classrooms that are found in Microhistories of Composition. Other contributors include Cheryl E. Ball, Suzanne Bordelon, Jacob Craig, Matt Davis, Douglas Eyman, Brian Gogan, David Gold, Christine Martorana, Bruce McComiskey, Josh Mehler, Annie S. Mendenhall, Kendra Mitchell, Antony N. Ricks, David Stock, Kathleen Blake Yancey, Bret Zawilski, and James T. Zebroski.

Observing writing: Insights from Keystroke Logging and Handwriting is a timely volume appearing twelve years after the Studies in Writing volume Computer Keystroke Logging and Writing (Sullivan & Lindgren, 2006). The 2006 volume provided the reader with a fundamental account of keystroke logging, a methodology in which a piece of software records every keystroke, cursor and mouse movement a writer undertakes during a writing session. This new volume highlights current theoretical and applied research questions in keystroke logging and handwriting research that observes writing. In this volume, contributors from a range of disciplines, including linguistics, psychology, neuroscience, modern languages, and education, present their research that considers the cognitive and socio-cultural complexities of writing texts in academic and professional settings.