Lisa Ganobcsik-Williams

• Head of Department at Coventry University

The title of this editorial is adapted froma lineinthebook review published in this issue of the Journal of Academic Writing (JoAW). The review iswritten by Livingstone,whoargues for the importance of texts that push,“those of us in academia, who have become too fixed in our ways, who are afraid of thinking outside-the-box.”This line reflects a cor...

This paper builds on a discussion launched by the EATAW 2021 conference panel, ‘Writing Tutor Development: Challenges and Opportunities in the Current State of the Art’. As a critical discussion of the panel’s themes, the paper engages with academic writing in times of crises by zooming in on infrastructures of writing support, namely the complex s...

Most critical literature on online writing tutoring is based on the premise that face-to-face tutorials are—and should be—the preferred method for tutoring academic writing. According to this premise, the pedagogic validity of any other mode of tutoring depends on how accurately it replicates the “ideal” conditions of face-to-face interaction. Foll...

Emerging from the International WAC/WID Mapping Project, this collection of essays is meant to inform decision-making by teachers, program managers, and college/university administrators considering how writing can most appropriately be defined, managed, funded, and taught in the places where they work. Writing Programs Worldwide offers an importan...

In the UK higher education context, central services such as writing centres are coming under management scrutiny and writing developers are being asked to demonstrate the impact of their work. This article discusses one way in which writing centres can evaluate their provision for evidence of effectiveness and to gauge their potential for expansio...

Through reflection on the First International iPED Conference 2006, and its overarching theme of ‘Pedagogical Research and Academic Identities’, this paper considers the achievement of the wider aims of the conference, which were to facilitate dialogue between researchers in order to explore the conference themes collaboratively, and to provide net...

This paper reports on a collaborative project, currently being carried out by the Centre for English Language Teacher Education and the Warwick Writing Programme at the University of Warwick, England, to compile a multimillion-word corpus of student writing. Since May 2001, we have collected samples of proficient written coursework produced by stud...