EATAW Conference 2015

Hosts for the 8th Biennial EATAW Conference 2015: Tallinn University of Technology (15–17 June) 

Following the Budapest conference, there has been unprecedented interest in hosting the 2015 conference and the EATAW Board considered four bids from Portugal, France, Romania and Estonia. Each had its merits, and the decision was a difficult one, but in the end the Board decided firmly in favour Tallinn University of Technology in Estonia as the venue for the 2015 conference. The dates are 15–17 June. It will be the first time that an EATAW conference has been held in north-eastern Europe, and will, we hope, make EATAW more accessible to writing teachers in Estonia, Finland, Russia and the other Baltic States. We also believe that Tallinn will be an exciting and attractive venue for EATAW members from other countries, and we look forward to seeing you there in 2015. Watch this space for more details!

With best wishes,

Kärt Rummel, Co-Chair of the Conference, Tallinn University of Technology 

John Harbord, Deputy Chair for the Conference, EATAW Board

Call for Proposals

Academic Writing in Multiple Scholarly, Socio-Cultural, Instructional and Disciplinary Contexts: Challenges and Perspectives


The theme of EATAW 2015  'Academic Writing in Multiple Scholarly, Socio-Cultural, Instructional and Disciplinary Contexts: Challenges and Perspectives' should allow for an extensive interpretation of the issues and concerns of academic writing, and foster discussion across writing research and writing instruction traditions located in diverse higher educational settings and contexts across Europe and beyond.

EATAW 2015 invites contributions that address any topics related to the conference theme. While the main discussion areas are outlined below, any other suggestions relevant to this conference will be welcome.

1. Innovative Methods and Practices of Academic Writing and Writing Instruction:

  • What are the current developments in writing research and theory?
  • What are the innovative methods and practices of academic writing and writing instruction? 
  • How might recent research in writing and writing pedagogy inform the ways in which writing is taught in higher education? 
  • What theoretical, pedagogical, and practical concerns shape writing teachers’ choices of modes and methods of teaching?
  • What are the theoretical frameworks for dealing with the challenges of the 21st century academic writing?

Focus areas: writing skills development; text production processes and skills; text editing and revision; writing, reading and academic literacies; new literacy studies; writing and rhetoric; corpus-based studies; collaborative writing; peer discussion and feedback; writing assessment, evaluation and feedback; testing writing; attitudes, values and beliefs towards writing; writing as a learning activity; learner strategies; learner difficulties; learner differences, etc.

2. Challenges of Writing and Writing Instruction in Different Academic Contexts

What are ther challenges and perspectives of academic writing in different contexts?

  • How can writing instructors anticipate and encounter institutional, instructional, national and other challenges in the design, delivery and evaluation of writing programmes and implementation of innovative ideas?What are ther challenges and perspectives of academic writing in different contexts?
  • How can directors and policy administrators anticipate and encounter institutional, instructional, national and other challenges in strategic development and internationalisation of writing instruction in the academia? 
  • How can the academic community involved in teaching and researching writing  face the challenges, adapt to the changes, and benefit from the process? 
  • How might the development of student writing knowledge bases and competencies be enforced in university writing programmes? What specific strategies and techniques can foster writing expertise at tertiary level?

Focus areas: policies in higher education; academic writing cultures; academic standards and plagiarism; hierarchies of writing, including undergraduate, graduate, post-graduate, staff and faculty; academic genres; student writing knowledge; innovative instructional methods; power and voice in academic writing; authorship; writer-reader relationship; identities in writing (e.g., learner, teacher, writer, reader; linguistic, social, cultural); creative writing at tertiary level; case studies; writing programs at different degree levels; writing projects; writing across the curriculum, etc.

3. Writing in and across Disciplines

  • What are the challenges and perspectives of writing in and across disciplines? 
  • What are the challenges and perspectives of integrating content and language in writing instruction?
  • How might the academic staff, including both writing specialists and discipline specialists, contribute to the development of discipline-specific writing programmes?
  • How might writing specialists and disciplinary specialists collaborate in order to support student learning outcomes? 
  • How might writing centres and writing instructors facilitate the writing development of faculty members to support student writing?
  • How might resources be found and allocated to meet writing projects’ needs?

Focus areas: disciplinary, interdisciplinary, multidisciplinary and cross-disciplinary writing; disciplinary discourses; discourse communities and conventions; disciplinary-specific genres; intertextuality; scientific, professional, technical and institutional writing; the language of research publications; the status of L1 in writing in disciplines; collaboration between writing specialists and disciplinary faculty; writing projects, including collaborative projects among contributors from varied disciplines, etc.

4. Writing Centre Development

  • How can the establishment and development of writing centres be promoted? 
  • How might writing centres expand their services?
  • What are the challenges and perspectives of writing centres in face of changes?

Focus areas: writing guidance and mentoring at different levels of tertiary study; writing resources; writing pedagogy; writing support to writers and teachers of writing; training and professional development for writing teachers; writing projects, including collaborative projects among contributors from varied disciplines, etc.

5. Socio-Cultural Context of Writing

  • What is the impact of globalization on academic writing and writing cultures?
  • How does English as a lingua franca affect the status of other languages and cultures in academic written discourse?

Focus areas: academic writing in different cultures; writing across cultures and languages; pluralism in writing; multilingual writing and multicultural writing classrooms; the role of L1 in academic writing and the academia; English as the lingua franca in the academia; cross-cultural differences in L1/L2 writing styles; the influence of L1 on L2 academic writing and vice versa; transnational literacies; literacy development and transferability, etc.

6. Writing and New Technologies

  • What are the challenges and perspectives of new digital communication technologies in academic writing and writing pedagogy? 
  • How might new technologies and multimedia applications be incorporated into writing and writing instruction in the most effective way?

Focus areas: teaching and learning writing in the digital multimedia context, including e-learning, ePortfolios, MOOCs, flipped classroom, etc.; written versus digital texts; multimodal texts; multimedia in the classroom; multimedia assignments; multimodal writing and reading; electronic feedback; information literacy; academic standards and plagiarism; the effects of digital publishing, etc.

7. Writing in Special Needs Contexts

  • What are the challenges and perspectives of writing and writing instruction in special needs contexts?
  • How can these challenges be dealt with in higher education in regard to methods of learning and teaching, etc.?

Focus areas: inclusive education; intervention studies; student identity in special needs contexts; teaching strategies; assessment and testing; staff involvement and other support; the impact of educational reforms on the provision of writing instruction, etc.

8. Writing for Publication

EATAW 2015 invites delegatesto submit proposals for paper presentations, short presentations with extended discussion, workshops, poster presentations, SIG  or research groups meetings and sessions, symposia, post-conference workshops and tutorials for graduate students and other types of academic activity.

Proposal submission is open from 1 December 2014 to 26 January 2015 with notification of acceptance by 16 March 2015. Prior to submitting your proposal, please review Proposal Formats and Proposal Guidelines which will soon be published on the EATAW 2015 website: All proposals will be submitted to double blind peer review by Conference Proposal Review Committee.

If you need to hand in your proposal sooner, please send it directly to the EATAW board.

EATAW Conferences

EATAW conference 2013

Teaching Writing Across Languages and Cultures

Thursday 27 – Saturday 29 June 2013

Central European University, Budapest

The European Association for the Teaching of Academic Writing (EATAW) is pleased to announce its 7th biennial conference, hosted by the Center for Academic Writing at Central European University, Budapest. EATAW is a scholarly organisation that seeks to bring together those involved or interested in the teaching, tutoring, research, administration and development of academic writing in higher education in Europe. EATAW membership is free and is open to individuals from all over the world.

Writing initiatives across Europe and beyond have grown out of two traditions: writing in the mother tongue and writing in a second or other language, usually English. Writing pedagogies, research, practices and institutional policies are inevitably influenced and shaped by the interplay of the growth of English as the lingua franca of academe and the desire of other societies and cultures to preserve their own identity. Identifying and understanding the differences, similarities, conflicts and opportunities for cross-fertilisation and synthesis between these two strands of writing teaching forms the theme for the seventh EATAW Conference.

The conference is of special interest to teachers and tutors of academic writing, administrators of writing centres and programs, researchers, and those involved in higher education policy from all over Europe, but is open to anyone with a professional interest in writing development in higher education and beyond.

For more information visit:

EATAW Conference 2011

tl_files/eataw/images/content/conference_2011.jpgThe Role of the Student Experience in Shaping Academic Writing Development in Higher Education

Wednesday 29th June – Friday 1st July 2011

The University of Limerick, Limerick, Ireland

The 2011 EATAW conference invites all those interested in academic writing development in higher education to contribute to the discussion on enhancing the quality of the student experience through writing. Enhancing the student experience is central to the vision and mission of most higher-education institutions in Europe and beyond. How both undergraduate and postgraduate students experience academic writing has a major impact on the students’ participation in academic and disciplinary environments and on the development of their identity. Writing programmes and initiatives that actively engage students in the practices of their academic communities can enhance the quality of the student learning experience.

Contributions addressing writing developments which attempt to respond to the student experience will be welcome. The conference will be a place to reflect on practices that aim to enhance the learning experience of both undergraduate and postgraduate tudent writers across and within the disciplines (for example, WAC/WID initiatives). Such reflections may also extend to programmes which aim to enhance staff/academics’ writing development.

For a detailed ‘Call for Proposals’ and updates, please consult the EATAW 2011 conference website.

EATAW Conference 2009

tl_files/eataw/images/content/conference_2009.jpgJune 30-July 2, 2009
Coventry, England

The conference theme was 'The Roles of Writing Development in Higher Education and Beyond'. The fifth biennial EATAW conference was hosted by the Centre for Academic Writing (CAW) at Coventry University. The EATAW conferences aim to share and celebrate the work of writing teachers and scholars in Europe, but also to look beyond the European context to learn about other innovations in researching and teaching student writing.

The EATAW Board was able to offer two types of funding awards for the June 2009 EATAW conference. These scholarships are intended to enable the participation of writing scholars who have had papers accepted for the EATAW 2009 conference but who are unable to attend because of economic hardship. The board awarded a total of seven scholarships. Full Conference Scholarships covered the conference registration fee, accommodation for three nights, and travel expenses up to 325 Pounds Sterling. Partial Conference Scholarships covered the conference registration fee, and travel expenses up to 50 pounds.

EATAW Conference 2007

Teaching Academic Writing across and within the Disciplins

30 June - 2 July

Ruhr University Bochum

"The conference aims at

  • creating a forum for an inspiring exchange about teaching methods, implementation models and results related to research in academic writing,

  • promoting innovation, quality and sustainability in the pedagogy of academic writing,

  • providing a cooperative and stimulating atmosphere with a variety of contribution types."

Official Website

Other Conferences


The International Association for the Improvement of Mother Tongue Education welcomes researchers, teachers, teacher educators, subject methodology teachers involved in the teaching of language and literature to join the association for free and to participate in conferences, book publications, newsletters and the IAIMTE journal L1 - Educational Studies in Language and Literature to exchange the experiences and to learn from other educational cultures.

The IAIMTE organizes biannual worldwide international conferences about the learning and teaching of language and literature. 

10th IAIMTE International Conference

3- 5 June 2015, PhD preconfenrence June 2nd

Conference chair: prof Dr Ellen Krogh

University Southern Denmark, Odense. Electronic submission open from 15 09 2014
Registration open from 15 09 2014

EARLI 2015

The 16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) will take place in Limassol, Cyprus at the Cyprus University of Technology (CUT) from the 25th to the 29th of August 2015. 

The theme of the EARLI 2015 conference is “Towards a Reflective Society: Synergies between Learning, Teaching and Research”.  The EARLI2015 theme addresses the emphases of the conference on research-based learning and instruction, while highlighting the crucial role of the systematic investigation of learning and teaching as a mechanism for promoting innovative and creative thinking and sustaining long-term societal growth.

Reflective citizenship lies at the heart of contemporary societies.  The 21st century calls for a redefinition of the forms of knowledge, skills and competences that are necessary for the advancement of our societies.  While the focus on basic skills and the need for disciplinary knowledge cannot be ignored, there is a need to work individually and collectively towards increasing the reflective capacity of our societies. This means that different stakeholders, such as learners of different ages and stages, teachers at all levels, and researchers need to focus on being reflective in their practices and need to synchronize efforts, so that we can all reach the ambitious goal for education as an integral and productive force of an innovative modern society.

World Café Meeting

The "Gesellschaft für Schreibdidaktik und Schreibforschung e.V." (Association for writing pedagogies and writing research) invites to a world cafe meeting at the University of Hamburg on September 16th, one day in advance of the peer writing tutor conference.

Special interest groups will meet and exchange ideas from 11 am to 4 pm. New people are very welcome. The annual membership assembly will start at 4pm and will include board elections. Currently, interested persons can candidate for election. More information:


8. Peer-Tutor*innen-Konferenz an der Universität Hamburg vom 17.–19.09.2015

Sprache zum Schreiben – zum Denken – zum Beraten

Wir freuen uns, die Peer-Tutor*innen-Konferenz 2015 in der Freien und Hansestadt Hamburg ausrichten zu können. Der Schwerpunkt der Konferenz wird die Sprache in der Schreibzentrumsarbeit sein. Wir freuen uns über zahlreiche Beiträge zu dem Thema. Dabei sind für uns vier Perspektiven auf den Gegenstand zentral:

  1. Sprache als Gegenstand des Schreibens selbst: z. B. Aspekte wie Grammatik und Rechtschreibung, Merkmale der Wissenschaftssprache oder wie die Stimme der Autorin oder des Autors im Text sichtbar werden kann.

  2. Sprache als Medium des Sprechens über das Schreiben: z. B. Wortwahl in der Beratung oder im schriftlichen Feedback.

  3. Sprache als Werkzeug des Sprechens über die Beratung: z. B. Begrifflichkeiten wie Ratsuchende, Beratung u. ä.

  4. Mehrsprachigkeit: z. B. als Ressource im Schreibprozess, mehrsprachige Beratungen, Erfahrungen mit Ratsuchenden, die Texte in einer anderen Sprache als ihrer Erstsprache schreiben müssen u. ä.