Writing Programs Worldwide: Profiles of Academic Writing in Many Places

• Chapter 1. Origins, Aims, and Uses of Writing Programs Worldwide: Profiles of Academic Writing in Many Places, Chris Thaiss
• Chapter 2. Teaching Academic Literacy Across the University Curriculum as Institutional Policy: The Case of the Universidad Nacional de General Sarmiento (Argentina), Estela Inés Moyano and Lucia Natale
• Chapter 3. Writing to Learn Biology in the Framework of a Didactic-Curricular Change in the First Year Program at an Argentine University, Ana De Micheli and Patricia Iglesia
• Chapter 4. Developing Students' Writing at Queensland University of Technology , Karyn Gonano and Peter Nelson
• Chapter 5. Teaching Academic Writing at the University of Wollongong, Emily Purser
• Chapter 6. The SchreibCenter at the Alpen-Adria-Universität, Klagenfurt, Austria, Ursula Doleschal
• Chapter 7. The Academic Writing Research Group at the University of Vienna , Helmut Gruber
• Chapter 8. From Remediation to the Development of Writing Competences in Disciplinary Contexts: Thirty Years of Practice and Questions , Marie-Christine Pollet
• Chapter 9. Academic Literacies in the South: Writing Practices in a Brazilian University, Désirée Motta-Roth
• Chapter 10. Writing Programs Worldwide: One Canadian Perspective, Roger Graves and Heather Graves
• Chapter 11. Department of Rhetoric, Writing, and Communications at the University of Winnipeg, Brian Turner and Judith Kearns
• Chapter 12. Xi'an International Studies University (XISU), Wu Dan
• Chapter 13. Training Experiences in Reading and Writing in a Colombian University: The Perspective of a Professor, Elizabeth Narváez Cardona
• Chapter 14. The Progression and Transformations of the Program of Academic Reading and Writing (PLEA) in Colombia's Universidad Sergio Arboleda, Blanca Yaneth González Pinzón
• Chapter 15. From Working with Students to Working through Faculty: A Genre-centered Focus to Writing Development, Lotte Rienecker and Peter Stray Jørgensen
• Chapter 16. The Department of Rhetoric and Composition at the American University in Cairo: Achievements and Challenges, Emily Golson and Lammert Holdijk
• Chapter 17. Providing a Hub for Writing Development: A Profile of the Centre for Academic Writing (CAW), Coventry University, England, Mary Deane and Lisa Ganobcsik-Williams
• Chapter 18. Thinking Writing at Queen Mary, University of London, Teresa McConlogue, Sally Mitchell, and Kelly Peake
• Chapter 19. The Teaching of Writing Skills in French Universities: The Case of the Université Stendhal, Grenoble III, Francoise Boch and Catherine Frier
• Chapter 20. Literacy Development Projects Initiating Institutional Change, Gerd Bräuer and Katrin Girgensohn
• Chapter 21. Writing at RWTH Aachen (Germany): Lessons from "Technik im Klartext", Vera Niederau and Eva-Maria Jakobs
• Chapter 22. Student Writing in the University of Madras: Traditions, Courses, Ambitions, Susaimanickam Armstrong
• Chapter 23. The Regional Writing Centre at the University of Limerick, Íde O'Sullivan and Lawrence Cleary
• Chapter 24. New Writing in an Old Land, Trudy Zuckermann, Bella Rubin, and Hadara Perpignan
• Chapter 25. The Development of an Academic Writing Centre in the Netherlands , Ingrid Stassen and Carel Jansen
• Chapter 26. Teaching Writing at AUT University: A Model of a Seminar Series for Postgraduate Students Writing Their First Thesis or Dissertation, John Bitchener
• Chapter 27. Developing a "Kiwi" Writing Centre at Massey University, New Zealand, Lisa Emerson
• Chapter 28. The Writing Centre at St. Mary's University College, Belfast, Northern Ireland, Jonathan Worley
• Chapter 29. The Ups and Downs of the Interdisciplinary Writing Center of the InterAmerican University of Puerto Rico, Metropolitan Campus, Matilde García-Arroyo and Hilda E. Quintana
• Chapter 30. Academic Writing at the University of Dundee: A Perspective from Scotland, Kathleen McMillan
• Chapter 31. Changing Academic Landscapes: Principles and Practices of Teaching Writing At the University of Cape Town, Arlene Archer
• Chapter 32. Academic Communication Strategies at Postgraduate Level, Isabel Solé, Ana Teberosky, and Montserrat Castelló
• Chapter 33. Multi-Disciplinary, Multi-Lingual Engineering Education Writing Development: A Writing Programme Perspective, Magnus Gustafsson and Tobias Boström
• Chapter 34. Shaping the Multimedia Mindset: Collaborative Writing in Journalism Education, Daniel Perrin
• Chapter 35. The Place of Writing in Translation: From Linguistic Craftsmanship to Multilingual Text Production, Otto Kruse
• Chapter 36. A Writing Center Journey at Sabanci University, Istanbul, Dilek Tokay
• Chapter 37. Writing Programs Worldwide: Profile of the American University of Sharjah (AUS), Lynne Ronesi
• Chapter 38. The City University of New York: The Implementation and Impact of WAC/WID in a Multi-Campus US Urban University, Linda Hirsch and Dennis Paoli
• Chapter 39. Writing at UC Davis: Writing in Disciplines and Professions from the Undergraduate First Year through Graduate School, Chris Thaiss and Gary Goodman
• Chapter 40. Section Essay: Academic Literacy Development, Gerd Bräuer
• Chapter 41. Section Essay: Who Takes Care of Writing in Latin American and Spanish Universities?, Paula Carlino
• Chapter 42. Section Essay: Reflecting on What Can Be Gained from Comparing Models of Academic Writing Provision, Lisa Ganobcsik-Williams

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 important global perspective to the growing research literature in the shaping of writing programs. The authors of its program profiles show how innovators at a diverse range of universities on six continents have dealt creatively over many years with day-to-day and long-range issues affecting how students across disciplines and languages grow as communicators and learners.

In these profiles, we see teachers and researchers relying on colleagues and on transnational scholarship to build initiatives that are both well suited to their specific environments and can serve as regional and often global models. Their struggles and achievements offer insights to colleagues in similar locales and across borders who seek to establish, enhance, and assess their own work as designers of writing programs.

An introduction and three section essays by the editors illuminate themes that inform this collection. Growing networks of initiators and scholars and survey results from the International WAC/WID Mapping Project exemplify the argument of this collection for transnational exchange and collaboration.