Introduction: Responding to the Call for Academic Writing Theory and Pedagogy.- PART ONE: STARTING POINTS FOR THEORY AND PEDAGOGY.- New Contexts, New Challenges: The Teaching of Writing in UK Higher Education; R.Ivanic & M.R.Lea.- The Point of Writing: Is Student Writing in Higher Education Developed or Merely Assessed?; R.Catt & G.Gregory.- 'Academic Literacies' Research as Pedagogy: Dialogues of Participation; T.M.Lillis.- PART TWO: DEVELOPING UK WRITING PROGRAMMES AND INITIATIVES.- A Critical Narrative of the Evolution of a US/UK Writing Programme; A.Tomic.- Exploiting the Potential of Writing for Educational Change at Queen Mary, University of London; S.Mitchell & A.Evison.- Teaching Writing within a Discipline: The Speak-Write Project; T.Young & S.Avery.- Building an Academic Writing Programme from Within a Discipline; A.Ganobcsik-Williams.- Engineering Writing: Replacing 'Writing Classes' with a 'Writing Imperative'; A.Ahearn.- If Not Rhetoric and Composition, Then What? Teaching Teachers to Teach Writing; R.Murray.- PART THREE: RESPONDING TO OTHER MODELS.- Teaching Academic Writing from the 'Centre' in Australian Universities; J.Skillen.- Sentimental Education: First-Year Writing as Compulsory Ritual in American Colleges and Universities; J.Heyda.- Learning From Not Duplicating US Composition Theory and Practice; J.A.Mullin.- Skills, Access, and 'Basic Writing': A Community College Case Study from the United States; M.J.Curry.- Peering across the Pond: The Role of Students in Developing Other Students' Writing in the UK and USA; B.Devet, S.Orr, M.Blythman & C.Bishop.- Bibliography.- Index.
