Publication Titlesort icon Author/s Title of Journal, Edited book or Conference and Page numbers Year of publication
“You get me to explain myself more better”: Supporting diversity through dialogic learning. Kate Chanock Research and development in higher education volume 22: Cornerstones of higher education 2000
“Enhancing student success”: Meeting the unique needs of university students with Deaf-blindness Kate Chanock The Open Rehabilitation Journal, 9-15 2010
‘Knowingly constructing’ our future: Reflecting on individual LAS practice Bartlett, Annie Critiquing and reflecting: LAS profession and Practice. Refereed Proceedings from the National Biennial Conference, ANU, Canberra; pp. 45-54 2005
‘I can do it, and how!’ Student experience in access and equity pathways to higher education Chad Habel Higher Education Research and Development 2012
Would you like grammar with that?
Chanock, Kate
D'Cruz, Carolyn
Bisset, Donna
Journal of Academic Language and Learning, Vol. 3, No. 2, Special Issue: Proceedings of the 9th Biennial Conference of the Association for Academic Language and Learning; pp. A1-A12 2009
Who am I writing for? Potential and problems of writer roles in assessment tasks Pinder, Jan Critiquing and reflecting: LAS profession and Practice. Non-refereed Proceedings from the National Biennial Conference, ANU, Canberra 2005
While they were learning, what was I doing? Wilson, Anne Critiquing and reflecting: LAS profession and Practice. Non-refereed Proceedings from the National Biennial Conference, ANU, Canberra 2005
When students reference plagiarised material – what can we learn (and what can we do) about their understanding of attribution? Kate Chanock International Journal for Academic Integrity 4 (1), 3-15 2008
When a pass is not a pass McNaught, Keith Journal of Academic Language and Learning, Vol. 5, No. 1, pp. A100-A109 2011
What written knowledge does: Three examples of academic discourse Bazerman, Charles Philosophy of the Social Sciences II, pp. 361-387 1980
What is the Best Way to Develop Information Literacy and Academic Skills of First Year Health Science Students? A Systematic Review.
Joanne Munn
Jann Small
Evidence Based Library and Information Practice 2017
What do we learn from teaching one-to-one that informs our work with larger numbers? Proceedings of the conference held at La Trobe University November 18-19, 1996 Kate Chanock Language and Academic Skills Conference: What do we Learn from Teaching One-to-one that Informs our Work with Larger Numbers? 1997
What academic language and learning advisers bring to the scholarship of teaching and learning: problems and possibilities for dialogue with the disciplines Kate Chanock Higher Education Research & Development 26 (3), 269-280 2007
Valuing individual consultations as input into other modes of teaching Chanock, Kate Journal of Academic Language and Learning, Vol. 1 No. 1; pp. A1-A9 2007
Valid academic writing connections across the curriculum
Ellis, Josephine
O'Rourke, Susan
Journal of Academic Language and Learning, Vol. 2, No. 1; pp. A1-A10 2008
Using text analysis stategies to improve student writing
Drury, H.
Webb, C.
Research and Development in Higher Education, Vol. 11; pp. 92-103 1989
Using systemic functional linguistics in university teaching: a postgraduate class on making writing more 'readable' Kate Chanock Monash University Linguistics Papers, 2 (1), 61-68 1999
Using film to teach coherence in writing Kate Chanock Cinema-(to)-Graphy: Film and Writing in Contemporary Composition Courses (pp. 125-139) 1999
Unpacking the expert to teach the novice Bain, J. Eighth Australasian Learning andLanguage Skills Conference; pp. 119-127 1990
Truth games / Truth claims: Resisting institutional notions of LAS as remediation
Stirling, Jeannette
Percy, Alisa
Critiquing and reflecting: LAS profession and Practice. Refereed Proceedings from the National Biennial Conference, ANU, Canberra; pp. 177-187 2005