Description
Book SynopsisAcademic literacy used to be considered a complex set of skills that develop automatically as a by-product of academic socialization. Since the Bologna Reform with its shorter degree programmes, however, it has been realized that these skills need to be fostered actively. Simultaneously, writing skills development at all levels of education has been faced with the challenge of increasingly multilingual and multicultural groups of pupils and students. This book addresses the questions of how both academic and professional writing skills can be fostered under these conditions and how the development of writing skills can be measured.
Table of ContentsContents: Christine S. Sing: Writing for specific purposes: Developing business students’ ability to «technicalize» – Hans Malmström/Diane Pecorari/Magnus Gustafsson: Coverage and development of academic vocabulary in assessment texts in English Medium Instruction – Liana Konstantinidou/Joachim Hoefele/Otto Kruse: Assessing writing in vocational education and training schools: Results from an intervention study – Susanne Göpferich/Imke Neumann: Writing competence profiles as an assessment grid? – Students’ L1 and L2 writing competences and their development after one semester of instruction – Sandra Ballweg:
Portfolios as a means of developing and assessing writing skills – Sabine Dengscherz/Melanie Steindl: «Prepare an outline first and then just write spontaneously» – An analysis of students’ writing strategies and their attitudes towards professional writing.
