Conference theme

Academic writing is considered an interdisciplinary field. The activities of academic writing teachers and related research head in many different directions. We are constantly searching for innovation, hurrying forward, and trying to adapt to changing circumstances. Let us pause and revisit the foundations, and ask seemingly simple questions, some of which have been here for decades but may still be unanswered in certain contexts and/or in contexts that keep changing.

Who are we?
Who are we as teachers of academic writing?
What do we need to know directly to support academic writers at any level?
What else do we need to know to teach academic writers so that they can prosper?

Where do we work?
Where DOES, SHOULD, and COULD writing support reside?
What are the different models universities have to support writing?
How is writing support defined?

What is our field?
(How) has academic writing become a field? 
How do we know?
How has teaching of writing made a difference in your contexts?

What has changed recently?
How has the residence of writing support changed as we have shifted to working remotely? 
What have the quarantines taught us about the particular nature of proximity?
What have we lost/gained?

How do technologies help us?
How digital are we?
How are we affected by the impact of technologies?
What has the pandemic taught us about the technologies? 

Who are other stakeholders in academic writing support? 
How do libraries approach/support academic writing?
What is the role of journal editors, publishers, and reviewers?
Who have we lost, and what new partnerships have we made?