Archer, A. 2010. Visual dimensions of academic disco urse in Higher Education. Communitas. Journal for Community Communication and Information Impact. 15. 57 - 71.
Archer, A. 2010. Multimodal texts in Higher Education and the implications for writing pedagogy. English in Education. 44, 3. 201 - 213.
Archer, A. 2010. Challenges of Changing Multimodal Assignments for Writing Centres. Writing Lab Newsletter. Publication pending.
Archer, A. 2010. Challenges and potentials of Writing Centres in South African tertiary institutions. South African Journal of Higher Education. 24, 4. 495 - 510.
Archer, A. 2008. Investigating the impact of Writing Centre intervention on student writing at UCT. South African Journal of Higher Education. 22, 2. 248 - 264.
Archer, A. 2008. 'The place is suffering': enabling dialogue between students' discourses and academic literacy conventions in engineering. English for Specific Purposes. 27, 3. 255 - 266.
Paxton, M., Van Pletzen, Archer, A., Arend, M., E., Chihota, C., 2008. Writers' stance in disciplinary discourses: a developmental view. Southern African Linguistics and Applied Language Studies, 26, 1. 107 - 118.
Archer, A. 2007. Critical Access to Higher Education: Challenges and Goals for South African Writing Centres. Writing Lab Newsletter. 32, 3. 1 - 6.
Archer, A. 2006. A multimodal approach to academic 'literacies': problematizing the visual/verbal divide. Language and Education. 20, 6. 449 - 462.
Archer, A. 2005. Access and resistance: challenges of using on-line environments to teach academic discursive practices. Education as Change. December. 9, 2. 74 - 95.
Walton, M. and Archer, A. 2004. The Web and 'Information Literacy': Scaffolding the use of Web sources in a project-based curriculum. British Journal of Educational Technology. 35, 2. 173 - 186.
Archer, A. 2000. Communicative Competence Expanded: A 'Multiliteracies' Approach to English Additional Language Teaching. English Academy Review. 17. 83 - 96.
Chapters in books
Archer, A. 2011. Voice as Design: Exploring academic voice in multimodal texts in Higher Education. N. Pachler and M. Boeck (Eds.) Transformation of Representation. Essays in honour of Gunther Kress. Publication pending.
Archer, A. 2011. Changing academic landscapes: principles and practices of teaching writing in the Writing Centre at UCT. G. Braeuer, P. Carlino, L. Ganobcsik Williams, C. Thaiss (Eds.) Writing programs worldwide: profiles of academic writing in many places. Publication pending.
Archer, A. 2000. Improving Student Writing. Sinfree Makoni (ed). Improving Teaching and Learning in Higher Education: A Handbook for Southern Africa. (Adapted from Peggy Nightingale for Southern Africa). Johannesburg: Witwatersrand University Press. 131 - 166.
Archer, A. 2010. A social semiotic framework for exploring academic discourse in multimodal texts in Higher Education. Fifth International Conference on Multimodality (5ICOM). University of Technology, Sydney. 1 - 3 December.
Archer, A. 2010. Exploring academic voice in multimodal texts in Higher Education. Presented at the International Conference on Multimodality and Learning. Environments, rhetoric, recognition, play and methods. Centre for Multimodal Research at the Institute of Education, University of London, 6 - 7 July.
Rambe, P. 2010. Opportunities and challenges of Facebook practices for enhancing Writing Centres. Presented at Higher Education Learning and Teaching Association of Southern Africa (HELTASA) conference, Limpopo, November.
Masinyana, O. 2009. The special role of the Writing Centre in bridging the disjuncture between the planning and writing of first-year essays. Presented at the Higher Education Learning and Teaching Association of Southern Africa (HELTASA) conference, University of Johannesburg, November.
Archer, A. 2008. Challenges of changing multimodal texts for Writing Centres in Higher Education. Presented at Higher Education Learning and Teaching Association of Southern Africa (HELTASA) conference, Rhodes University, 1- 3 December.
Arend, M. and Chihota, C. 2008. From frames to paint: Reflecting on the shifting scope of interventions in successive one-on-one consultations with a third year student in the UCT writing centre. Presented at Higher Education Learning and Teaching Association of Southern Africa (HELTASA) conference, Rhodes University, 1- 3 December.
Lewanika, T. and Archer, A. 2006. Communities of practice: Reflections on writing, research and academic practices in UCT Writing Centre. Presented at the Higher Education Learning and Teaching Association of Southern Africa (HELTASA) Conference, Tshwane University of Technology, 27 - 29 November.
Masters theses (based on Writing Centre work)
Adams, R. 2008. Traversing Marginal Terrain? Student Narratives, Racial Discourses and Transformation. Challenges at the University of Cape Town. Masters thesis. Cambridge University.
Hutchings, C. 2002. An analysis of students' experiences during their acquisition of academic literacy, based on their consultations with the UCT Writing Centre: looking towards improving the feasibility of academic mentorship within Higher Education. Masters thesis. University of Cape Town.
Archer, A and Richards, R. (Eds.) Changing spaces: Writing Centres and access to Higher Education in South Africa. Stellenbosch: Sun Media.