Hello Roger,
Many thanks for replying to my message and for looking into my export problem. I hope the following is what you need for the validator.
My best wishes,
Michelle
Article XML
<?xml version="1.0"?>
European Association for the Teaching of Academic Writing (EATAW)
Journal of Academic Writing
2225-8973
10
1
2020
12
18
Towards Nuanced Understandings of the Identities of EAL Doctoral Student Writers
75
86
10.18552/joaw.v10i1.598
eng
Shem
Macdonald
School of Education, La Trobe University, Melbourne. s.macdonald@latrobe.edu.au
Britta
Schneider
Monash University, Faculty of Medicine, Nursing and Health Sciences, Student Academic Support Unit. britta.schneider@monash.edu
2019
09
26
2020
12
01
Poster 1 XML
<?xml version="1.0"?>
European Association for the Teaching of Academic Writing (EATAW)
Journal of Academic Writing
2225-8973
10
1
2020
12
18
Supporting Academic Writing and Publication Practice: PhD Students in Engineering and their Supervisors
221
221
10.18552/joaw.v10i1.614
eng
Alena
Kasparkova
VSB-TUO. alena.kasparkova@vsb.cz
Kamila
Etchegoyen Rosolová
. etchegoyen@langdpt.cas.cz
2019
09
30
2020
11
02
Poster 2 XML
<?xml version="1.0"?>
European Association for the Teaching of Academic Writing (EATAW)
Journal of Academic Writing
2225-8973
10
1
2020
12
18
Evaluating Academic Literacies Course Types
222
222
10.18552/joaw.v10i1.624
eng
Caroline Anne
Dyche
University of the West Indies Mona campus. caroline.dyche@uwimona.edu.jm
Jessie
Antwi-Cooper
University of the West Indies, Mona campus. jessie.antwi@gmail.com
2019
10
01
2020
11
13
Poster 3 XML
<?xml version="1.0"?>
European Association for the Teaching of Academic Writing (EATAW)
Journal of Academic Writing
2225-8973
10
1
2020
12
18
Collaborating between Writing and STEM: Teaching Disciplinary Genres, Researching Disciplinary Interventions, and Engaging Science Audiences
223
223
10.18552/joaw.v10i1.581
eng
Rachel C
Riedner
George Washington University. rach@gwu.edu
Bill
Briscoe
George Washington University. briscoe@gwu.edu
Alexander
Van der Horst
George Washington University. ajvanderhorst@gwu.edu
Carol
Hayes
George Washington University. hayesc@gwu.edu
Gary
White
George Washington University. gwhite@gwu.edu
2019
08
17
2020
10
28
Collaborating between Writing and STEM: Teaching Disciplinary Genres, Researching Disciplinary Interventions, and Engaging Science Audiences
This poster describes a multi-pronged effort to build a writing curriculum in Physics and other STEM fields at the George Washington University, USA. These efforts include curricular collaboration, a research study conducted by the Physicists and Writing Scholars, and external funding initiatives.
This project first began as a curricular collaboration through our Writing in the Disciplines (WID) curriculum, initiated by observations among Physics faculty that undergraduate students lack Physics specific writing skills. Writing faculty responded to this observation by introducing Physics faculty to the idea that writing can and must be taught, that the genres of Physics can be taught by Physics faculty, and that a focus on the writing process can improve student writing. Our curricular goal was to demonstrate to faculty who are unfamiliar with writing studies that writing is a means to learn in Physics (Anderson et al., 2017).
The first phase of our effort was to persuade Physics faculty that writing contributes to learning in Physics; we describe a collaboration between Physics and Writing faculty that developed assignments and made curricular interventions. This collaboration built upon scholarship in writing studies that argues genre instruction develops capacities and skills for student writing (Swales, 1990; Winsor, 1996). While genre is not a new concept in Writing Studies, for many Physics faculty the idea that they can teach – and have students learn – how to write in disciplinary genres is novel. Collaboration around curricular revisions enabled Writing and Physics faculty to teach students that learning how to write in a new genre is a skill that can be practiced (Ericsson, 2006; Kellogg & Whiteford, 2009). We developed a process for students to follow when faced with types of writing common to Physics, but potentially new to them, such as the abstract (written), lab research notebook (written), article summary (oral), letter to colleague (written), cover letter and resumé (written), elevator pitch (oral), proposal (written and oral), presentation on issues of ethics and equity in STEM (oral), research presentation (oral), poster (written), poster presentation (oral), final research report (written), and Symposium presentation (oral). The collaboration thus created pedagogical exchange between faculty as well as scholarly synergy between the disciplines of Physics and Writing Studies.
Physics faculty have observed that the curricular collaboration has had measurable results for students. Physics student participation in the campus research day has increased dramatically. We attribute this rise partly to the increased, explicit attention in classroom settings to how to engage with Physics genres of writing, especially abstracts and research posters.
While the collaboration successfully brought together a small but solid group of Writing and Physics faculty, it also raised questions about how to persuade a broader range of Physics faculty, and other science faculty, that teaching disciplinary genres can improve student writing, and that writing is a means of learning. Given that faculty in STEM disciplines find empirical research persuasive, our next step was to undertake a collaborative research project to measure the impact of the teaching of writing in Physics. The new curricular focus on genre asked students to conceptualize themselves as scientific writers in relation to specific Physics or STEM audiences. The collaborative research therefore investigates if teaching Physics genres improves writing and enables students to conceptualize themselves as emerging scientists engaged in professional communication (Poe et al., 2010;