| Issue | Title | |
| Vol 35, No 2 (2019): Special Edition | Ethno-linguistically diverse South African students' writing | Abstract PDF |
| Verbra Frances Pfeiffer, Christa van der Walt | ||
| Vol 34, No 1 (2018) | Literacies: Skills and practices in developing writing identities | Abstract PDF |
| Verbra Frances Pfeiffer | ||
| Vol 30, No 1 (2014) | The write approach: Can R2L help at tertiary level? | Abstract PDF |
| Rosemary Wildsmith-Cromarty, Kellie Steinke | ||
| Vol 30, No 3 (2014): Special Edition | Scaffolding academic literacy using the Reading to Learn intervention: An evaluative study of a tertiary education context in South Africa | Abstract PDF |
| Tracey Jane Millin, Mark Wayland Millin | ||
| Vol 33, No 2 (2017) | How isiZulu speakers use cohesion in their academic writing in English | Abstract PDF |
| Andrew Meikle Drummond | ||
| Vol 32, No 3 (2016) | Designing linguistically flexible scaffolding for subject-specific academic literacy interventions | Abstract PDF |
| Adelia Carstens | ||
| Vol 32, No 2 (2016) | Productive knowledge of collocations may predict academic literacy | Abstract PDF |
| Tobie Van Dyk, Henk Louw, Déogratias Nizonkiza, Kris Van de Poel | ||
| Vol 30, No 1 (2014) | The accessibility of the Test of Academic Literacy for Postgraduate Students (TALPS): Student perceptions | Abstract PDF |
| Avasha Rambiritch | ||
| 1 - 8 of 8 Items | ||
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