Ursula Wingate is Senior Lecturer in Language in Education at King’s College London, UK. Her research interests include English language policies and practices and language teaching methodology. She is joint editor of the Language Learning Journal and on the editorial board of two journals on higher education.

This well written and thoughtful book challenges the public discourse of 'deficiency and remediation' in academic writing. As Wingate points out, widening access to higher education requires recognition that student populations are now more diverse and less prepared for academic study and therefore need positive support when settling into university. The book addresses ways of providing such support in a sensitive as well as a scholarly way and will be a good read for students, faculty and policy people.

• Chapter 1: Academic Literacy and Student Diversity: What is the Problem?Chapter 2: Approaches to Academic Literacy InstructionChapter 3: Current Practice in Academic Literacy InstructionChapter 4: Discipline-Specific Approaches to Academic Literacy InstructionChapter 5: Reading and WritingChapter 6: Academic Literacy Development and the Student ExperienceChapter 7: Towards an Inclusive Model of Academic Literacy InstructionChapter 8: Towards the Implementation of an Inclusive Model of Academic Literacy InstructionConclusion

Ursula Wingate is Senior Lecturer in Language in Education at King’s College London, UK. Her research interests include English language policies and practices and language teaching methodology. She is joint editor of the Language Learning Journal and on the editorial board of two journals on higher education.

This well written and thoughtful book challenges the public discourse of 'deficiency and remediation' in academic writing. As Wingate points out, widening access to higher education requires recognition that student populations are now more diverse and less prepared for academic study and therefore need positive support when settling into university. The book addresses ways of providing such support in a sensitive as well as a scholarly way and will be a good read for students, faculty and policy people.

• Chapter 1: Academic Literacy and Student Diversity: What is the Problem?Chapter 2: Approaches to Academic Literacy InstructionChapter 3: Current Practice in Academic Literacy InstructionChapter 4: Discipline-Specific Approaches to Academic Literacy InstructionChapter 5: Reading and WritingChapter 6: Academic Literacy Development and the Student ExperienceChapter 7: Towards an Inclusive Model of Academic Literacy InstructionChapter 8: Towards the Implementation of an Inclusive Model of Academic Literacy InstructionConclusion

Ursula Wingate is Senior Lecturer in Language in Education at King’s College London, UK. Her research interests include English language policies and practices and language teaching methodology. She is joint editor of the Language Learning Journal and on the editorial board of two journals on higher education.

This well written and thoughtful book challenges the public discourse of 'deficiency and remediation' in academic writing. As Wingate points out, widening access to higher education requires recognition that student populations are now more diverse and less prepared for academic study and therefore need positive support when settling into university. The book addresses ways of providing such support in a sensitive as well as a scholarly way and will be a good read for students, faculty and policy people.

• Chapter 1: Academic Literacy and Student Diversity: What is the Problem?Chapter 2: Approaches to Academic Literacy InstructionChapter 3: Current Practice in Academic Literacy InstructionChapter 4: Discipline-Specific Approaches to Academic Literacy InstructionChapter 5: Reading and WritingChapter 6: Academic Literacy Development and the Student ExperienceChapter 7: Towards an Inclusive Model of Academic Literacy InstructionChapter 8: Towards the Implementation of an Inclusive Model of Academic Literacy InstructionConclusion