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Plenary Speakers

 


Charles Bazerman

Revisiting the Early Uses of Writing in Society Building--Cuneiform Culture and the Chinese Imperium

Charles Bazerman (Ph.D, Brandeis, 1971; Doctor Honoris Causa, Universidades Nacionales de Cordoba, Entre Ríos, Río Cuarto, y Villa María), is Distinguished Professor of Education at the University of California Santa Barbara. He is Founder and Former Chair of the International Society for the Advancement of Writing Research and former Chair of the Conference on College Composition and Communication. He has been a Fulbright Senior Specialist at the University of Porto, Portugal and Masaryk University, Czech Republic, a Researcher of Excellence at the University of the Lorraine, France, and Visiting Professor in Xi'an, Beijing, Hong Kong, Singapore, Nepal, Chile, Mexico, Brazil, Denmark, University of Louisville, and Cornell University. His books include A Rhetoric of Literate Action, A Theory of Literate Action, The Languages of Edison's Light, Constructing Experience, Shaping Written Knowledge, The Informed Writer, The Handbook of Research on Writing, Traditions of Writing Research, Genre in a Changing World, What Writing Does and How It Does It, and Lifespan Development of Writing Abilities.


Montserrat Castelló

Research Writing and Identity Development

Montserrat Castelló is full professor in educational psychology at Universitat Ramon Llull in Barcelona, Spain, where she has been vice-dean of research and doctoral studies at the Graduate School of Psychology and Educational Sciences.
Since 2015, she is also Director of the Research Institute on Psychology, Learning and Development (Re-Psy) at Universitat Ramon Llull and the head of the interuniversity doctoral program Culture, education and semiotic systems, awarded with the Quality Mention by the Spanish minister of education. She has been elected member of the executive committee of the European Association of Research on Learning and Instruction (EARLI) (2013-2015), and of the executive committee of the European Federation of Psychology Teachers Associations (EFPTA) (2003 - Act.).
Since 2013 she is the co-convenor of the EARLI Special Interest Group on Researcher Education and Careers (SIG-REaC) and organised the first conference held in Barcelona in 2014. Her research activity and publications focus on early career researcher writing and identity development and she had published more than 200 scientific contributions on these topics.

 


JIANG Yajun

Beyond “Bad Writing”: Teaching English Writing to Chinese Students

JIANG Yajun is Vice President and Professor of Linguistics and Applied Linguistics at Xi’an International Studies University. His research focuses mainly on discourse studies, English for specific purposes, lexicography, translation studies and varieties of English. He has published extensively in journals both at home and abroad. He is the author of World Englishes: a Meta-disciplinary Perspective (2009) and he co-authored several textbooks including Interpreting for General Purposes (2007), A Guide to English Essay Writing for Chinese Learners (2010) and English Essay Writing for Chinese Speakers (2018). Dr. Jiang has been directly involved in compiling and revising the New Century Chinese-English Dictionary (2003, 2017). He is also a freelance translator working from Chinese into English and his works include Beginner's Guide to Chinese Calligraphy (2008), Contemporary Architecture in China (2010), Penjing: The Chinese Art of Bonsai (2011), and several novelettes and novels by contemporary Chinese writers.
 


Yrjö Engeström

Writing for Stabilization and Writing for Possibility: The Dialectics of Documentation in Everyday Work with Vulnerable Clients


Yrjö Engeström is Professor Emeritus of Adult Education at University of Helsinki and Professor Emeritus of Communication at University of California, San Diego. He is Director of the Center for Research on Activity, Development and Learning (CRADLE) in Helsinki, and serves as visiting profesor at Rhodes University in South Africa and at University West in Sweden. In his work Engeström applies and develops cultural-historical activity theory as a framework for the study of transformations in educational settings and work activities, with a particular focus on work with vulnerable clients. He is known for his theory of expansive learning and for the methodology of formative interventions, including the Change Laboratory method. Engeström’s recent books include From Teams to Knots: Activity-Theoretical Studies of Collaboration and Learning at Work (2008), Learning by Expanding: An Activity-Theoretical Approach to Developmental Research (2nd Edition, 2015), Studies in Expansive Learning: Learning What Is Not Yet There (2016), and Expertise in Transition: Expansive Learning in Medical Work (2018), all published by Cambridge University Press.
 
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