Introduction: Responding to the Call for Academic Writing Theory and Pedagogy
PART ONE: STARTING POINTS FOR THEORY AND PEDAGOGY
New Contexts, New Challenges: The Teaching of Writing in UK Higher Education; R.Ivanic & M.R.Lea
The Point of Writing: Is Student Writing in Higher Education Developed or Merely Assessed?; R.Catt & G.Gregory
'Academic Literacies' Research as Pedagogy: Dialogues of Participation; T.M.Lillis
PART TWO: DEVELOPING UK WRITING PROGRAMMES AND INITIATIVES
A Critical Narrative of the Evolution of a US/UK Writing Programme; A.Tomic
Exploiting the Potential of Writing for Educational Change at Queen Mary, University of London; S.Mitchell & A.Evison
Teaching Writing within a Discipline: The Speak-Write Project; T.Young & S.Avery
Building an Academic Writing Programme from Within a Discipline; A.Ganobcsik-Williams
Engineering Writing: Replacing 'Writing Classes' with a 'Writing Imperative'; A.Ahearn
If Not Rhetoric and Composition, Then What? Teaching Teachers to Teach Writing; R.Murray
PART THREE: RESPONDING TO OTHER MODELS
Teaching Academic Writing from the 'Centre' in Australian Universities; J.Skillen
Sentimental Education: First-Year Writing as Compulsory Ritual in American Colleges and Universities; J.Heyda
Learning From Not Duplicating US Composition Theory and Practice; J.A.Mullin
Skills, Access, and 'Basic Writing': A Community College Case Study from the United States; M.J.Curry
Peering across the Pond: The Role of Students in Developing Other Students' Writing in the UK and USA; B.Devet, S.Orr, M.Blythman & C.Bishop
Bibliography
Index.