LISA GANOBCSIK-WILLIAMS is Co-ordinator at the Centre for Academic Writing, Coventry University, UK. One of her main research interests is the teaching of Academic Writing in subject disciplines. In 2001, she organized 'Teaching Writing in Higher Education', a conference promoting international discussion on how Academic and Creative writing can be theorized and taught at university level.

'This is a fascinating, informative and important book. All the chapters are very readable, and the subject matter is relevant to, and of interest to, every teacher in Higher Education.' - Dr. John Peck, Cardiff University, UK 'The quality of the essays overall is very high. The contributors are very well placed and well prepared to offer the research results and curricular reflections found here. The range of institutional differences within the UK contributes to the richness of the volume. As a reader located in the US with little knowledge of conditions in the UK, I gained a great deal of useful comparative information.' - Susan Jarratt, Professor of Comparative Literature, University of California, Irvine, USA

• Introduction: Responding to the Call for Academic Writing Theory and PedagogyPART ONE: STARTING POINTS FOR THEORY AND PEDAGOGYNew Contexts, New Challenges: The Teaching of Writing in UK Higher Education; R.Ivanic & M.R.LeaThe 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.LillisPART TWO: DEVELOPING UK WRITING PROGRAMMES AND INITIATIVESA Critical Narrative of the Evolution of a US/UK Writing Programme; A.TomicExploiting the Potential of Writing for Educational Change at Queen Mary, University of London; S.Mitchell & A.EvisonTeaching Writing within a Discipline: The Speak-Write Project; T.Young & S.AveryBuilding an Academic Writing Programme from Within a Discipline; A.Ganobcsik-WilliamsEngineering Writing: Replacing 'Writing Classes' with a 'Writing Imperative'; A.AhearnIf Not Rhetoric and Composition, Then What? Teaching Teachers to Teach Writing; R.MurrayPART THREE: RESPONDING TO OTHER MODELSTeaching Academic Writing from the 'Centre' in Australian Universities; J.SkillenSentimental Education: First-Year Writing as Compulsory Ritual in American Colleges and Universities; J.HeydaLearning From Not Duplicating US Composition Theory and Practice; J.A.MullinSkills, Access, and 'Basic Writing': A Community College Case Study from the United States; M.J.CurryPeering across the Pond: The Role of Students in Developing Other Students' Writing in the UK and USA; B.Devet, S.Orr, M.Blythman & C.BishopBibliographyIndex.

LISA GANOBCSIK-WILLIAMS is Co-ordinator at the Centre for Academic Writing, Coventry University, UK. One of her main research interests is the teaching of Academic Writing in subject disciplines. In 2001, she organized 'Teaching Writing in Higher Education', a conference promoting international discussion on how Academic and Creative writing can be theorized and taught at university level.

'This is a fascinating, informative and important book. All the chapters are very readable, and the subject matter is relevant to, and of interest to, every teacher in Higher Education.' - Dr. John Peck, Cardiff University, UK 'The quality of the essays overall is very high. The contributors are very well placed and well prepared to offer the research results and curricular reflections found here. The range of institutional differences within the UK contributes to the richness of the volume. As a reader located in the US with little knowledge of conditions in the UK, I gained a great deal of useful comparative information.' - Susan Jarratt, Professor of Comparative Literature, University of California, Irvine, USA

• Introduction: Responding to the Call for Academic Writing Theory and PedagogyPART ONE: STARTING POINTS FOR THEORY AND PEDAGOGYNew Contexts, New Challenges: The Teaching of Writing in UK Higher Education; R.Ivanic & M.R.LeaThe 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.LillisPART TWO: DEVELOPING UK WRITING PROGRAMMES AND INITIATIVESA Critical Narrative of the Evolution of a US/UK Writing Programme; A.TomicExploiting the Potential of Writing for Educational Change at Queen Mary, University of London; S.Mitchell & A.EvisonTeaching Writing within a Discipline: The Speak-Write Project; T.Young & S.AveryBuilding an Academic Writing Programme from Within a Discipline; A.Ganobcsik-WilliamsEngineering Writing: Replacing 'Writing Classes' with a 'Writing Imperative'; A.AhearnIf Not Rhetoric and Composition, Then What? Teaching Teachers to Teach Writing; R.MurrayPART THREE: RESPONDING TO OTHER MODELSTeaching Academic Writing from the 'Centre' in Australian Universities; J.SkillenSentimental Education: First-Year Writing as Compulsory Ritual in American Colleges and Universities; J.HeydaLearning From Not Duplicating US Composition Theory and Practice; J.A.MullinSkills, Access, and 'Basic Writing': A Community College Case Study from the United States; M.J.CurryPeering across the Pond: The Role of Students in Developing Other Students' Writing in the UK and USA; B.Devet, S.Orr, M.Blythman & C.BishopBibliographyIndex.

LISA GANOBCSIK-WILLIAMS is Co-ordinator at the Centre for Academic Writing, Coventry University, UK. One of her main research interests is the teaching of Academic Writing in subject disciplines. In 2001, she organized 'Teaching Writing in Higher Education', a conference promoting international discussion on how Academic and Creative writing can be theorized and taught at university level.

'This is a fascinating, informative and important book. All the chapters are very readable, and the subject matter is relevant to, and of interest to, every teacher in Higher Education.' - Dr. John Peck, Cardiff University, UK 'The quality of the essays overall is very high. The contributors are very well placed and well prepared to offer the research results and curricular reflections found here. The range of institutional differences within the UK contributes to the richness of the volume. As a reader located in the US with little knowledge of conditions in the UK, I gained a great deal of useful comparative information.' - Susan Jarratt, Professor of Comparative Literature, University of California, Irvine, USA

• Introduction: Responding to the Call for Academic Writing Theory and PedagogyPART ONE: STARTING POINTS FOR THEORY AND PEDAGOGYNew Contexts, New Challenges: The Teaching of Writing in UK Higher Education; R.Ivanic & M.R.LeaThe 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.LillisPART TWO: DEVELOPING UK WRITING PROGRAMMES AND INITIATIVESA Critical Narrative of the Evolution of a US/UK Writing Programme; A.TomicExploiting the Potential of Writing for Educational Change at Queen Mary, University of London; S.Mitchell & A.EvisonTeaching Writing within a Discipline: The Speak-Write Project; T.Young & S.AveryBuilding an Academic Writing Programme from Within a Discipline; A.Ganobcsik-WilliamsEngineering Writing: Replacing 'Writing Classes' with a 'Writing Imperative'; A.AhearnIf Not Rhetoric and Composition, Then What? Teaching Teachers to Teach Writing; R.MurrayPART THREE: RESPONDING TO OTHER MODELSTeaching Academic Writing from the 'Centre' in Australian Universities; J.SkillenSentimental Education: First-Year Writing as Compulsory Ritual in American Colleges and Universities; J.HeydaLearning From Not Duplicating US Composition Theory and Practice; J.A.MullinSkills, Access, and 'Basic Writing': A Community College Case Study from the United States; M.J.CurryPeering across the Pond: The Role of Students in Developing Other Students' Writing in the UK and USA; B.Devet, S.Orr, M.Blythman & C.BishopBibliographyIndex.