Preliminary list of presenters

The list is continuously updated. Last update: April 16, 2021
Corresponding author Title Conference question Session format
A. Farrell (Ireland) Writing as community: co-authoring for and about collaborative learning Who are we? Symposium
A. Kam (Netherlands) Stimulating academic writing for publication: results of an international, interdisciplinary course for Central European faculty members Where do we work? Symposium
F. C. Börjeson (Sweden) Generic and specific – an explorative workshop on academic writing in the 2020s Where do we work? Workshop
M. Davis (UK) Providing social support for students in remote contexts: virtual strategies to engage isolated students positively in their writing What has changed recently? Workshop
D. Driscoll (USA) Supporting advanced writing processes for graduate students and teaching writing for publication     Who are we? Workshop
K. Girgensohn (Germany) Creative writing about teaching Who are we? Workshop
C. Donahue (USA) Making writing research accessible to collaborators in other disciplines: examples from Europe and the US Who are we? Themed discussion
I. Straume (Norway) Plagiarism How do technologies help us? Themed discussion
C. Anson (USA) Text recycling or self-plagiarism? An analysis of the comparative ethics of professional and student reuse of prior written material What has changed recently? Paper presentation
L. Bercuci (Romania) The challenges of internationalisation: a corpus-based model for measuring English-language norms in L1 student writing for writing support What has changed recently? Paper presentation
J. Bloch (USA) Digital storytelling in an academic writing class: connecting two forms of literacy in one space What has changed recently? Paper presentation
J. Brandão Carvalho (Portugal) Higher education institutions as academic writing communities: a study based on the analysis of master dissertation titles Who are we? Paper presentation
E. Cotos (USA) Optimizing academic writing teachers’ understanding of automated rhetorical feedback How do technologies help us? Paper presentation
K. Dimitriou (Kazakhstan) Teaching students at Central Asian universities who have minimal L1 secondary literacy Where do we work? Paper presentation
O. Dontcheva-Navratilova (Czechia) Citation practices in L2 learner academic discourse: form, function and stance of citations in Czech university students Master’s theses Who are we? Paper presentation
C. I. Doroholschi (Romania) How do writing teachers learn to teach writing?  Who are we? Paper presentation
M. Freddi (Italy) English for architecture and construction engineering: comparing Czech and Italian students’ writing needs Who are we? Paper presentation
C. Gautschi (Switzerland) Writing and thinking: what changes with digitalization? How do technologies help us? Paper presentation
L. Gruber (Spain) Knowing our students, knowing ourselves: how the backgrounds and challenges of multilingual writers in an international programme can inform our group mentorship and feedback processes Who are we? Paper presentation
A. Jahic Jasic (Bosnia and Herzegovina) The effect of teacher written feedback on student use of source materials Who are we? Paper presentation
I. Kayican Dipcin (Turkey) Say it in your words!: Student source-use and faculty approaches. Toward a collaborative academic integrity environment Where do we work? Paper presentation
S. Kim (Japan) ‘If only you had more time for ... what?’ EFL student writers’ self-revising practice in different time conditions What is our field? Paper presentation
S. Kim (Japan) Japanese L2 student writers’ translanguaging practice in written peer feedback What is our field? Paper presentation
I. Korotkina (Russia) Academic writing in the native tongue: developing the discipline through rhetoric and composition What is our field? Paper presentation
B. Kristiansen (Denmark) The art of the possible: from generic to embedded academic literacy development Who are other stakeholders in academic writing support?  Paper presentation
E. Kuntschner (Austria) Differentiating formats: what do we call what we are doing and what does that mean?  Who are we? Paper presentation
A. Ljalikova (Estonia) Academic writing in second language: issues and choices. A case study of romance languages academic writing in Estonian context. Where do we work? Paper presentation
W. Merkel (Norway) No writing courses? No problem: determining students’ writing needs through writing center sessions Who are other stakeholders in academic writing support?  Paper presentation
T. Müller-Lyaskovets (Germany) Agency as a jointly constructed action: an ethnographic study of developing a writing training program at a German university Where do we work? Paper presentation
T. Rakedzon (Israel) MySupervisor – a program to aid STEM students in academic writing How do technologies help us? Paper presentation
C. Rapp (Switzerland) Digital provision for undergraduate proposal writing: securing conceptual alignment between writer and supervisor when using Thesis Writer How do technologies help us? Paper presentation
L. Rienecker (Denmark) “In this presentation we report on the development of …” What we learned about structure of research papers across disciplines from collecting research article phrases for an Academic Phrasebook in another language than English What is our field? Paper presentation
I. Ruppo (Ireland) Academic writing and retention Who are we? Paper presentation
B. Selvi (Turkey) A descriptive report on an English Academic Writing and Research Center for publication purposes  Who are we? Paper presentation
B. Selvi (Turkey) The needs of Turkish scholars in writing for publishing purposes in english Who are other stakeholders in academic writing support?  Paper presentation
A. Swatek (Poland) Exploring English academic writing in social sciences and humanities (SSH) in Polish national journals: an exploratory corpus based study What is our field? Paper presentation
B. Williams (USA) Basements, bedrooms, and parking lots: the physical and emotional spaces of writing during a pandemic Where do we work? Paper presentation
T. Wirenfeldt Jensen (Denmark) Academic writing development of master’s thesis pair writers: the impact of negotiating and assigning writerly identities What has changed recently? Paper presentation
K. Andrianatos (South Africa) They just don’t get it: a referencing error analysis Who are we? Teaching-oriented presentation
M. Broido (Israel) To infinity and beyond: positioning writing support in universities Where do we work? Teaching-oriented presentation
C. D. Hambro (Norway) Teaching academic writing: tensions, negotiations and considerations  Who are we? Teaching-oriented presentation
R. Jacobs (Germany) “But how do I explain that?” Training English writing center peer tutors Who are we? Teaching-oriented presentation
Z. Janse van Rensburg (South Africa) Innovative means of teaching referencing: the NWU library’s Referella intervention package Who are other stakeholders in academic writing support? Teaching-oriented presentation
J. Lennon (Czechia) Writers, writers everywhere, but no writing center: the first year of the Masaryk University Writing Lab Where do we work? Teaching-oriented presentation
T. Muir (Norway) Beyond reflection: the manifesto in doctoral writing development Who are we? Teaching-oriented presentation
N. Onder-Ozdemir (Turkey) Developing students’ discipline-based academic literacies during medical education Who are we? Teaching-oriented presentation
D. Pany-Habsa (Austria) Reflecting on the digital transformation: a praxeological perspective on writing center work during COVID-19 What has changed recently? Teaching-oriented presentation
D. Portman (Israel) Lessons from the pandemic: repositioning writing in language learning contexts What has changed recently? Teaching-oriented presentation
U. Reimers (Germany) Responding to changing circumstances: writing fellows as support for digital introductory lectures What has changed recently? Teaching-oriented presentation
R. Riedner (USA) Transforming STEM education with writing threshold concepts: genre, audience and peer review in a physics curriculum Where do we work? Teaching-oriented presentation
C. Tulley (USA) Using pictures of academic writing to illustrate academic writing processes for postgraduate and early career researchers Where do we work? Teaching-oriented presentation
C. Wee (New Zealand) Making the transformation in academic writing: some strategies for students from Asian backgrounds Who are we? Teaching-oriented presentation
S. Wrigley (UK) 'Wisely and slow': an exploration of slowness in the teaching of academic writing What has changed recently? Teaching-oriented presentation
N. Yakovchuk (UK) Teaching writing for diverse audiences to doctoral students: an SFL-informed approach Who are we? Teaching-oriented presentation