Add to ORKGThe following set of three papers, ‘University Literacies: French Students at a Disciplinary “Threshold”?’ by Isabelle Delcambre and Christiane Donahue, ‘Modeling Multivocality in a U.S.-Mexican Collaboration in Writing across the Curriculum’, by Mya Poe and Jennifer Craig, and ‘Perceptions and Anticipation of Academic Literacy: “Finding Your Own Voice”’, by Claire Woods and Paul Skrebels, represents some of the ongoing practice-oriented research of the ‘Antwerp Group’, so called because the members came together as teacher-researchers with shared interests in student writing in Antwerp in 2006
This paper describes a method by which incoming Level 4 (First-Year) students might be supported by ...
Drawing on a multiple-case, embedded design (Yin, 2018), I highlight the in-depth differences and si...
The lament that ‘students can’t write’ remains loud and defiant, even after years of research pointi...
International audienceIn this article we wish to demonstrate the value of analyzing university stude...
In a time of economic constraints and increasing competition for places, negotiating “the transition...
High-achieving students are not often the focus of studies in academic transition. In the UK, the d...
Focusing on the processes and products of a three-year, multi-institutional research seminar on writ...
The study reported here is based on an extensive questionnaire distributed to about 650 students at ...
This paper presents findings from a longitudinal exploration of students' reading and writing 'in tr...
“College readiness” has become a national buzzword in light of efforts to improve high school studen...
Situated in the literature on threshold concepts and transfer of prior knowledge in WAC/WID and comp...
This paper explores one case study from PhD research into students' writing in the context of the tr...
The purpose of this paper is to present an original approach to considering some of the challenges o...
‘Fail Better’ is an approach which supports first year students’ successful transition to higher edu...
Aims of project: To undertake an analysis of the threshold that surrounds the Writing Café and inve...
This paper describes a method by which incoming Level 4 (First-Year) students might be supported by ...
Drawing on a multiple-case, embedded design (Yin, 2018), I highlight the in-depth differences and si...
The lament that ‘students can’t write’ remains loud and defiant, even after years of research pointi...
International audienceIn this article we wish to demonstrate the value of analyzing university stude...
In a time of economic constraints and increasing competition for places, negotiating “the transition...
High-achieving students are not often the focus of studies in academic transition. In the UK, the d...
Focusing on the processes and products of a three-year, multi-institutional research seminar on writ...
The study reported here is based on an extensive questionnaire distributed to about 650 students at ...
This paper presents findings from a longitudinal exploration of students' reading and writing 'in tr...
“College readiness” has become a national buzzword in light of efforts to improve high school studen...
Situated in the literature on threshold concepts and transfer of prior knowledge in WAC/WID and comp...
This paper explores one case study from PhD research into students' writing in the context of the tr...
The purpose of this paper is to present an original approach to considering some of the challenges o...
‘Fail Better’ is an approach which supports first year students’ successful transition to higher edu...
Aims of project: To undertake an analysis of the threshold that surrounds the Writing Café and inve...
This paper describes a method by which incoming Level 4 (First-Year) students might be supported by ...
Drawing on a multiple-case, embedded design (Yin, 2018), I highlight the in-depth differences and si...
The lament that ‘students can’t write’ remains loud and defiant, even after years of research pointi...