think. learn. succeed. preparing international students to meet academic writing challenges melissa...

Think. Learn. Succeed.Think. Learn. Succeed.

Preparing International Students to Meet Academic Writing Challenges

Melissa Allen Coordinator of Support Services for Non-Native Speakers, English Language Institutemalle2gmu.edu

Laurie MillerInstructional Technology Coordinator & High Advanced Writing Instructor English Language [email protected]

Think. Learn. Succeed.

What We Wanted to Learn

• How have the former students in the HAW class done academically at Mason?

• What are the students’ memories of HAW and to what extent do they think it prepared them for academic writing at Mason?


What We Wanted to Learn

• What experiences have they had with writing at Mason?

• What kinds of assignments have they had and how confident do they feel in their ability to complete them?

• How can the university support these students as writers?


Study Structure

• Data collection - academic GPAs; writing courses taken

• On-line survey - 25 out of 55 responses• Types of writing assignments

• Classes that require writing

• Self- assessment of current academic writing skills

• Assessment of preparation provided by HAW class

• Resources used when completing writing assignments

• Interviews – 4 students interviewed in pairs• First questions about HAW class experiences

• Remaining questions about experiences with writing in academic classes


Results

High overall GPAs• 59 admitted undergraduates -- former HAW students


Results

Large variety of classes that require writing


Results

Common Assignment Types

• Research paper – most commonly listed (95%)

• In-class essays/test (91%)

• Journals & Blogs (86%)


Results

Most Common Human Resources

• Course instructor – 78% (often/occasionally)

• Friends/Family – 72% (often/occasionally)

• Writing Center – 33% (always, often, occasionally)


Results

Most helpful parts of the HAW class

• Grammar – 7 responses

• Research paper/ research skills – 7

• APA citation style – 4

• Writing in the American style - 2


Results

Interview themes and insights

Desire for models and early feedback (prior to grading)

A: I think also what’s missing is they usually ask you to do one draft, so you do one draft and that’s like the end of your life. But you don’t know how good it is and they don’t give you a chance to correct it . Sometimes you talk to the teacher and you think you know what the teacher wants and then you stat writing and you give in your paper and they’re like, “That’s not what I wanted,” and there aren’t any more chances to correct it.

K: Good point! Bravo!

M: You’d like that too? A chance to rewrite?


Results

Frustration with conflicting feedback

J: For example, the persuasive letter. The assignment is a resume and a cover letter. And I write, “ It is a great opportunity to ….blah, blah.”

And somebody, English major, say “You can say, ‘I would love the opportunity,….:’ That’s good.” And I turn it in and the professor say, “In business writing, you can never say ‘love.’ “

You can never say “love,” I thought, “What?!? I just revise it! Oh my God! Sometimes I feel, I don’t know….”


Results

Students generally understand assignments – detailed specified written objectives given by faculty

M: In your academic classes, have you ever had an assignment that you thought was confusing, challenging or problematic – where your couldn’t figure out what the professor wanted or…?

K: Until now, I think I’m fine because all the time before we need to write a paper, the professor always give us like what points we want to cover,

L: So, they're clear…

K: ….the purpose, what kind of idea or what style we need to use. Basically, he’ll give us very clear rubric.


Results

Students use multiple drafting and their own processes….

H: First I start worrying (laughter).

I don’t just take it easy. I start worrying just start thinking about it , just going through a test. Sometimes it’s so confusing understanding what they’re asking, the major topic.

To me, I start analyzing it so hard, asking my classmates, find out what they’re writing about, plugging it into the assignment, see if I can get something similar…


Results

Want acknowledgement of effort, not a break (wounded-pride)

K: I want everybody to understand, the professor to understand, you can give me a poor score, you can say my paper is the worst thing you’ve ever seen, but I hope you can understand ….I know you …have the same standard, I can understand you have to treat everyone equally for your class but I hope the professor will understand I’m trying. Maybe I will write the worst paper but I’m trying. I’ve suffered because of this paper and I will survive and I will improve.


Conclusions

• Observations on the HAW course• Research paper skills• In-class Writing • Grammar

• Support Services – knowledge of faculty expectations and student perceptions can inform program design

think. learn. succeed. preparing international students to meet academic writing challenges melissa...

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