Laura-Mihaela Muresan is Professor of English at the Bucharest University of Economic Studies, Romania. Concepción Orna-Montesinos is a Lecturer at Faculty of Education of the University of Zaragoza, Spain.

“This edited volume also draws on a diversity of international contexts (e.g. UK, Macedonia, France, Korea) to give the reader a picture of how academic literacies develop in various writing genres (e.g. writing assignments, writing MA/PhD thesis, writing for publication). … this is a very valuable, extremely rich book that can be of help to a diverse audience: policy makers, ERPP and EAP teachers, content and academic writing supervisors, and novice researchers.” (Baraa Khuder, ESP Today, Vol. 10 (1), January, 2022)

• 1. Academic Literacy Development: What Does It Entail for Multilingual Scholars?.- Part I. Language Policies and Academic Literacy.- 2. Polycentricity and Scaling in Analysing Textual Trajectories of Writing for Publication.- 3. Must All Theses Be Written in English? Implications of Language Requirements in UK Universities.- 4. What Counts as ‘Good’ Academic Writing? The Interplay of Writing Norms in International Higher Education.- Part II. Developing and Linking Literacies: Academic, Professional Literacy and Genre-Related Literacy.- 5. Methods for Developing Literacy in Professional and Academic Contexts: Using Protocol-Assisted Modeling.- 6. Taking the Ethnomethodological Lens to Enquire into Academic Literacy Development in Graduate Students.- 7. Developing Writer Autonomy in an Intensive EMI Program: Learners’ Perceptions.- 8. “Where Does the Science Go?”: An Ethnographic Study of Chemistry PhD Students Learning Science Communication Genres.- Part III.Agency, Identity and Self-representation in Literacy Development.- 9. Authorial Voice in Doctoral Writing: Published Advice.- 10. Dimensions of Student Writer’s Self in Qualitative Research Interviews.- 11. Researcher Reflexivity in an Ethnographic Study on Academic Literacy Development.- Part IV. Individual Trajectories in Academic Literacy Development.- 12. Knowledge Construction and Dissemination: The Narrative of a Multilingual Early Career Academic.- 13. Engaging Internationally in Academia: How Personal Experience Shapes Academic Literacy Development.- 14. Learning from Feedback via Peer Review: Using Concept Maps to Explore the Development of Scholarly Writing Literacies.- 15. The Research Networks and Writing for Publication Practices of Two Colombian Early-Career Researchers: A Longitudinal Interview Study.- Academic Literacy Development After the Spring of 2020: Quo Vadis?.- 16. Adapting a Framework for Designing and Teaching an Online Academic Writing Course for L2 Writers.- 17. Power, Identity, and Academic Literacy: A Coda.

Laura-Mihaela Muresan is Professor of English at the Bucharest University of Economic Studies, Romania. Concepción Orna-Montesinos is a Lecturer at Faculty of Education of the University of Zaragoza, Spain.

“This edited volume also draws on a diversity of international contexts (e.g. UK, Macedonia, France, Korea) to give the reader a picture of how academic literacies develop in various writing genres (e.g. writing assignments, writing MA/PhD thesis, writing for publication). … this is a very valuable, extremely rich book that can be of help to a diverse audience: policy makers, ERPP and EAP teachers, content and academic writing supervisors, and novice researchers.” (Baraa Khuder, ESP Today, Vol. 10 (1), January, 2022)

• 1. Academic Literacy Development: What Does It Entail for Multilingual Scholars?.- Part I. Language Policies and Academic Literacy.- 2. Polycentricity and Scaling in Analysing Textual Trajectories of Writing for Publication.- 3. Must All Theses Be Written in English? Implications of Language Requirements in UK Universities.- 4. What Counts as ‘Good’ Academic Writing? The Interplay of Writing Norms in International Higher Education.- Part II. Developing and Linking Literacies: Academic, Professional Literacy and Genre-Related Literacy.- 5. Methods for Developing Literacy in Professional and Academic Contexts: Using Protocol-Assisted Modeling.- 6. Taking the Ethnomethodological Lens to Enquire into Academic Literacy Development in Graduate Students.- 7. Developing Writer Autonomy in an Intensive EMI Program: Learners’ Perceptions.- 8. “Where Does the Science Go?”: An Ethnographic Study of Chemistry PhD Students Learning Science Communication Genres.- Part III.Agency, Identity and Self-representation in Literacy Development.- 9. Authorial Voice in Doctoral Writing: Published Advice.- 10. Dimensions of Student Writer’s Self in Qualitative Research Interviews.- 11. Researcher Reflexivity in an Ethnographic Study on Academic Literacy Development.- Part IV. Individual Trajectories in Academic Literacy Development.- 12. Knowledge Construction and Dissemination: The Narrative of a Multilingual Early Career Academic.- 13. Engaging Internationally in Academia: How Personal Experience Shapes Academic Literacy Development.- 14. Learning from Feedback via Peer Review: Using Concept Maps to Explore the Development of Scholarly Writing Literacies.- 15. The Research Networks and Writing for Publication Practices of Two Colombian Early-Career Researchers: A Longitudinal Interview Study.- Academic Literacy Development After the Spring of 2020: Quo Vadis?.- 16. Adapting a Framework for Designing and Teaching an Online Academic Writing Course for L2 Writers.- 17. Power, Identity, and Academic Literacy: A Coda.

Laura-Mihaela Muresan is Professor of English at the Bucharest University of Economic Studies, Romania. Concepción Orna-Montesinos is a Lecturer at Faculty of Education of the University of Zaragoza, Spain.

“This edited volume also draws on a diversity of international contexts (e.g. UK, Macedonia, France, Korea) to give the reader a picture of how academic literacies develop in various writing genres (e.g. writing assignments, writing MA/PhD thesis, writing for publication). … this is a very valuable, extremely rich book that can be of help to a diverse audience: policy makers, ERPP and EAP teachers, content and academic writing supervisors, and novice researchers.” (Baraa Khuder, ESP Today, Vol. 10 (1), January, 2022)

• 1. Academic Literacy Development: What Does It Entail for Multilingual Scholars?.- Part I. Language Policies and Academic Literacy.- 2. Polycentricity and Scaling in Analysing Textual Trajectories of Writing for Publication.- 3. Must All Theses Be Written in English? Implications of Language Requirements in UK Universities.- 4. What Counts as ‘Good’ Academic Writing? The Interplay of Writing Norms in International Higher Education.- Part II. Developing and Linking Literacies: Academic, Professional Literacy and Genre-Related Literacy.- 5. Methods for Developing Literacy in Professional and Academic Contexts: Using Protocol-Assisted Modeling.- 6. Taking the Ethnomethodological Lens to Enquire into Academic Literacy Development in Graduate Students.- 7. Developing Writer Autonomy in an Intensive EMI Program: Learners’ Perceptions.- 8. “Where Does the Science Go?”: An Ethnographic Study of Chemistry PhD Students Learning Science Communication Genres.- Part III.Agency, Identity and Self-representation in Literacy Development.- 9. Authorial Voice in Doctoral Writing: Published Advice.- 10. Dimensions of Student Writer’s Self in Qualitative Research Interviews.- 11. Researcher Reflexivity in an Ethnographic Study on Academic Literacy Development.- Part IV. Individual Trajectories in Academic Literacy Development.- 12. Knowledge Construction and Dissemination: The Narrative of a Multilingual Early Career Academic.- 13. Engaging Internationally in Academia: How Personal Experience Shapes Academic Literacy Development.- 14. Learning from Feedback via Peer Review: Using Concept Maps to Explore the Development of Scholarly Writing Literacies.- 15. The Research Networks and Writing for Publication Practices of Two Colombian Early-Career Researchers: A Longitudinal Interview Study.- Academic Literacy Development After the Spring of 2020: Quo Vadis?.- 16. Adapting a Framework for Designing and Teaching an Online Academic Writing Course for L2 Writers.- 17. Power, Identity, and Academic Literacy: A Coda.