Vol. 11 No. 1 (2017)

Published: 2017-01-09

Editorial

Errata Notice

David Rowland

E1
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Research Articles

The impact of targeted mathematics/numeracy tutorials on maths anxiety, numeracy and basic drug calculation exam marks

Renu Choudhary, Caroline Malthus

A1-A22
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Facilitating the transition to postgraduate studies: What can we learn from the First Year Experience?

Diane Bunney

A23-A38
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The Value of Post-Entry Language Assessment (PELA): Outcomes from a First Semester Undergraduate Subject

Cameron Lydster, Shirley Brown

A39-A57
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Academic Language Support for At-Risk Students: REACHing Further

Ann Dashwood, Jeong-Bae Son

A58-A70
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Assessing the role of digital literacy in English for Academic Purposes university pathway programs

Thomas Bernard Roche

A71-A87
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Doctoral supervisor development in Australian universities: Preparing research supervisors to teach writing

Cally Guerin, Ruth Walker, Claire Aitchison, Madeleine Laming, Meeta Chatterjee Padmanabhan, Bronwyn James

A88-A103
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A cross-disciplinary approach to embedding: A pedagogy for developing academic literacies

Anna M Maldoni

A104-A124
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The impact of explicit instruction and corrective feedback on ESL postgraduate students’ grammar in academic writing

Amanda Muller, Carolyn Gregoric, David R. Rowland

A125-A144
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Drawing the line: Views from academic staff and skills advisors on acceptable proofreading with low proficiency writers

Declan McNally, Benjamin Dirk Kooyman

A145-A158
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Graduate students’ evaluation of the use of critiquing to teach academic language skills

Arua Eke Arua, Modupe Moyosore Alimi

A159-A173
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Modeling higher degree by research student writing feedback based on Systemic Functional Linguistics: A collaboration of student, supervisor and academic language and learning adviser

George David Ridgway

A174-A187
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Scaffolding academic literacy in a diverse first-year higher education classroom: evaluating the effectiveness of a blended learning model

Britta Schneider, Brian Zammit, Mark Armstrong-Roper

A188-A204
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