This book is a bridge to confident academic writing for advanced non-native English users. It emphasizes depth over breadth through mastery of core writing competencies and strategies which apply to most academic disciplines and genres. Tailored to students in EMI programs, the content was piloted and revised during a longitudinal writing study. The innovative approach prepares students to write for the academic community through the dual lenses of Art (developing a writer’s voice through choices in language, style, and topics) and Architecture (mastering norms of academic language, genre, and organization.) The user-friendly text maximizes time for writing practice and production by avoiding lengthy readings. Part 1 builds skills and confidence in writing by focusing on assignments that do not require research. Part 2 applies newly mastered principles, skills, and strategies to research-based writing. Students learn to incorporate thesis, research, and evidence into a process for academic writing by following the AWARE framework (Arranging to write, Writing, Assessing, Revising, and Editing.)

This book documents the results of a multi-year project that investigated the goals for writing improvement among 45 students and their instructors in intensive courses of English as a Second Language (ESL) then, a year later, in academic programs at two Canadian universities. The researchers present a detailed framework to describe these goals from the perspectives of the students as well as their instructors. The goals are analyzed for groups of students from particular backgrounds internationally, for changes over time, and in relation to the ESL and academic courses. The authors use activity theory, goal theory, various sociolinguistic concepts, and multiple data sources (interviews, observations, stimulated recalls, questionnaires, and text analyses) to provide a contextually-grounded perspective on learning, teaching, writing, second-language development, and curriculum policy. The book will interest researchers, educators, and administrators of ESL, university, college, and literacy programs around the world.

MEDIATED ARCHITECTURE: Vivid, Effervescent and Nervous, the second issue of the SAC JOURNAL, presents three projects de- signed at SAC during the last eight years. The three projects are: The Theatre of Immanence (2007), an installation and exhibition project in Städelschule's Portikus gallery; Digital Bodies (2013-14), an experimental research project; and Orkhēstra (2014), which was an installation on a large, public square in Frankfurt and part of Luminale, 'Biennale of Lighting Culture'. The projects vary in scale and nature from gallery installation via laboratory-style modelling experiment to an urban intervention. They span a period in which architecture's contribution to the production of space has become increasingly me- diated by technology. Each in their own way, the three projects probe this condition and explore new design opportunities given to archi- tecture. The results are vivid, effervescent and nervous – and always a mediated architecture. Accompanying extensive portfolios of drawi- ngs and pictures that document the respective design processes and their results, are texts that expound on the theoretical and practical implications of each project

With researchers around the world are under increasing pressure to publish in high-profile international journals, this book explores some of the issues affecting authors on the semiperiphery, who often find themselves torn between conflicting academic cultures and discourses.

Architects are expected to create original ideas resulting in a unique, bespoke design. With the rise of Modern Architecture, originality became ingrained in perceptions of good design. As a result, originality has become a barometer against which we measure the value of design. However technology today allows for ease of replication and copies, thus originality in design has become an ostensibly hollow prospect. Originals gathers a wide range of responses, varied in their opinions and approaches to originality and authorship in design and architecture. Inflection is a student-run design journal based at the Melbourne School of Design, University of Melbourne. Born from a desire to stimulate debate and generate ideas, it advocates the discursive voice of students, academics and practitioners. Founded in 2013, Inflection is a home for provocative writing—a place to share ideas and engage with contemporary discourse.

A NEW MANIFOLD, the inaugural issue of SAC JOURNAL, addres- ses the increased specialisation and possible fragmentation of ex- pertise within architecture. Whilst historically always an amalgam of numerous forms of input, architecture is currently facing the necessi- ty to assimilate and process hitherto unknown amounts and rates of information flow. How can architecture relate to the emerging forms of specialisation within the discipline - not the least in its pedagogy and academic programmes? The issue uses the academic programme of the Städelschule Architecture Class to reflect on these questions. The work presented comprises the finalists for the AIV Master Thesis Prize 2013.

Embracing the richness, complexity and possibilities of learning and teaching in design, Design Education takes the vantage point of the 'outsider' and explores what makes design so compulsively fascinating for those who teach and study it. Through more than 40 projects, from design students' use of archives and museum collections to the potential of specific technologies to enhance teaching and learning, from architecture and 3D design to fashion, Philippa Lyon explores aspects of learning and teaching in higher education design subjects. Taking an ethnographic approach and using data from interviews, discussions and observations, the book also examines issues such as the experience of design teacher-practitioners entering the world of learning and teaching research for the first time. Design Education encapsulates and analyzes the research findings facilitated by the UK-based Centre for Excellence in Teaching and Learning Through Design. It delves into many pedagogical terms and assumptions and guides the reader through them, examining the way relevant key concepts in design are articulated. It will be useful to teachers and students of design subjects, learning and interpretation staff in museums, pedagogical researchers, other centres for excellence in teaching and learning (particularly those which are art and design-related), independent design practitioners and managers of art and design provision in the public and private sector.