Lennart A. Björk

Teaching academic writing in European higher education

Preface D.A. Russell. Teaching Academic Writing In European Higher Education: An Introduction L. Bjork, G. Brauer, L. Rienecker, P. Stray Jorgensen. Part One: Text And Writer. Getting Started: Academic Writing In The First Year Of A University Education O. Kruse. Text Types, Textual Consciousness And Academic Writing Ability L. Bjork. Teaching Academic Writing To International Students: Individual Tutoring As A Supplement To Workshops S. Buker. The Genre In Focus, Not The Writer: Using Model Examples In Large-Class Workshops L. Rienecker, P. Stray Jorgensen. A Good Paper Makes A Case: Teaching Academic Writing The Macro-Toulmin Way S. Hegelund, C. Kock. Rethinking Feedback: Asymmetry In Disguise M. Scott, K. Coate. The (Im)Possibilities In Teaching University Writing In The Anglo-American Tradition When Dealing With Continental Student Writers L. Rienecker, P. Stray Jorgensen. Helping Doctoral Students To Finish Their Theses K. Lonka. Part Two: Teaching Academic Writing In Context. Centres For Writing & Reading - Bridging The Gap Between University And School Education G. Brauer. Writing At Norwegian Universities In An International Perspective O. Dysthe. Contacts - Conflicts - Cooperation A. Frank, S. Haacke, C. Tente. An Analysis Of The Discourse Of Study Support At The London Institute S. Orr, M. Blythman. Creating A Basis For A Faculty-Oriented Writing Programme F. Kramer, J. Van Kruiningen, H. Padmos. Implementation Issues For Study Support M. Blythman, J. Mullin, J. Milton, S. Orr. References. Author Index. Subject Index. List Of Contributors.

The literary notebooks of Thomas Hardy

Hardys Literary Notebooks are one of the major sources of information about what Hardy considered necessary or desirable reading for his craft. The present edition, as well as providing for the first time the full text of the Notebooks, includes a full editorial commentary which identifies sources and indicates how Hardy used his literary notes both explicitly and implicitly in his own writing. An invaluable addition to the Hardy canon which will be of interest to scholars and Hardy enthusiasts alike. Winner of the Thomas Hardy Society Book Prize for 1986.

Teaching Academic Writing in European Higher Education: An Introduction

The introductory chapter gives an overview of and provides background for the implementation of the array of European writing programs and pedagogies represented in this volume. The development of teaching academic writing in Europe is compared to the development seen in the US where the teaching of writing is further integrated into the educational institutions. The chapter discusses the striking diversity in the European program designs as well as the approaches to teaching and tutoring academic writing in the light of the shared background and also shared inspirational sources from the US in Europe. The integration with the disciplines is depicted as a prominent issue for the still quite small European writing programs and writing centres — a theme which is discussed in many chapters. The introduction lastly concludes that while the expertise in teaching academic writing is now established in Europe, deeper integration between the disciplines and the writing programs/writing centres (in the US known as WID and WAC-programs) has yet to be developed.

Hardy and His ‘Literary Notes’

The myth that Hardy was an untutored, poorly read, unconscious craftsman is now no longer believed in. As we have studied his work and his intellectual background more closely he has emerged as a well-read and highly conscious literary artist. It is strange, in fact, that The Life of Thomas Hardy alone did not change the persistent image of him as a primitive, unlettered provincial much earlier, for the autobiography — no doubt intentionally — reveals him to be a widely read man by any standards. The Life includes a vast number of references to, quotations from, and comments on books, periodicals and articles in all fields of human interest. Most of these passages, so it was claimed, were extracted from Hardy’s diaries and notebooks by the second Mrs Hardy, after which the manuscript materials were destroyed. We now know, of course, that part of this is pure fiction — Hardy extracted these passages himself. My emphasis here is rather on the great number of notebooks once in existence. There is abundant evidence to suggest that Hardy was a compulsive note-taker and that these notebooks would have given us as detailed a picture of a man’s intellectual background as it is possible to get from any written source.