Teaching Academic Literacy provides a unique outlook on a first-year writing program''s evolution by bringing together a group of related essays that analyze, from various angles, how theoretical concepts about writing actually operate in real students'' writing. Based on the beginning writing program developed at the University of Wisconsin-Madison, a course that asks students to consider what it means to be a literate member of a community, the essays in the collection explore how students become (and what impedes their progress in becoming) authorities in writing situations.

Key features of this volume include:
* demonstrations of how research into specific teaching problems (e.g., the problem of authority in beginning writers'' work) can be conducted by examining student work through a variety of lenses such as task interpretation, collaboration, and conference, so that instructors can understand what factors influence students, and can then use what they have learned to reshape their teaching practices;
* adaptability of theory and research to develop a course that engages basic writers with challenging ideas;
* a model of how a large writing program can be administered, particularly in regards to the integration of research and curriculum development; and
* integration of literary and composition theories.

Teaching Academic Literacy provides a unique outlook on a first-year writing program''s evolution by bringing together a group of related essays that analyze, from various angles, how theoretical concepts about writing actually operate in real students'' writing. Based on the beginning writing program developed at the University of Wisconsin-Madison, a course that asks students to consider what it means to be a literate member of a community, the essays in the collection explore how students become (and what impedes their progress in becoming) authorities in writing situations.

Key features of this volume include:
* demonstrations of how research into specific teaching problems (e.g., the problem of authority in beginning writers'' work) can be conducted by examining student work through a variety of lenses such as task interpretation, collaboration, and conference, so that instructors can understand what factors influence students, and can then use what they have learned to reshape their teaching practices;
* adaptability of theory and research to develop a course that engages basic writers with challenging ideas;
* a model of how a large writing program can be administered, particularly in regards to the integration of research and curriculum development; and
* integration of literary and composition theories.