The EATAW 2017 conference aims to articulate a response to the shifting realities of the higher education at the levels of policy, pedagogy and practice.
Policy – whether governmental, institutional or departmental – has the potential to impact the teaching of academic writing profoundly, raising questions such as:
- Where does writing development sit in universities?
- How do departments effectively equip teachers with different academic backgrounds to teach writing?
- At what stage should academic writing be taught?
Academic writing draws from a wide range of pedagogical traditions, including educational research, Writing in the Disciplines, Writing across the Curriculum, composition and rhetoric, genre, and academic literacies. The conference aims to reflect on how these traditions are responding to the changing landscapes in higher education.
- Which pedagogic approaches are being used in different teaching contexts?
- How do we measure ‘good’ writing in different contexts?
- Is there a place for both generic and discipline-specific writing development?
A changing academic context has practical impacts on both staff and students provoking questions about how we academic writing teachers should respond to these impacts.
- Is student writing changing?
- When are digital technologies both used and avoided by students and teachers of academic writing?
- What physical and mental space do students need for effective academic writing?
Please note that the deadline for submission of proposals has now passed. All proposals are double-blind reviewed by the Conference Proposal Review Committee (members of the EATAW Board and the EATAW 2017 Organising Committee). If you have any queries regarding proposals, please email email@example.com.