Writing Support for International Graduate Students: Enhancing Transition and Success

Description

Using qualitative data collected from more than twenty universities across the US, Writing Support for International Graduate Students describes and theorizes agency- and advocacy-driven practices, programs, and policies that are most effective in helping international students learn graduate-level writing and communication skills. It uses compelling narratives and cases to illustrate a variety of program models and support practices that fostered the students’ process of academic transition and success. Employing an ecological framework, the book seeks to advance academic conversation about how writing scholars/instructors and program administrators, as well as other academic service professionals working with this student body, can formulate policies, develop programs, and implement practices that best help these students grow as writers and scholars in their disciplines. Cover Half Title Title Page Copyright Page Contents Preface 1 Introduction Study Design and Data Collection Coding and Theming of Data An Ecological Framework: International graduate students must explore a large, complex ecology of resources to learn how to write. The Scholarly Context: Issues about international graduate students often call for the reset button. 2 Understanding Politics: Affecting Policy The Politics of International Students Empowering/Overpowering International Graduate Students: Students who feel powerless cannot learn and communicate new knowledge. Why Pay Attention to Political Economy: Geopolitical forces shape international graduate students’ experiences and needs. Lessons from Other Places, Times: Experiences from elsewhere, and the past, offer important lessons. Turning Knowledge into Action: Understanding big-picture issues can help us counter their influences on academic support. Policies, Ideologies, and Response Ideologies Out There: There’s an abundance of problematic assumptions about international graduate students. Beliefs and Assumptions among Students: Writing support should involve educating international graduate students about writing. Avoiding Ideological Traps: Established beliefs among writing professionals also often aggravate challenges. Conclusion: “Reflective Encounters”: A reflexive approach can help the most. 3 Shifting Focus: An Ecological Approach Academic Transition and Learning to “Write”: Learning to write is a complex, multidimensional process for international graduate students. “Who? Me?” Diversity of International Students: International graduate students are not just ESL students. Programs versus Ecology: Formal writing support programs are only a node in the network for international graduate students. Conclusion: Rethinking Universal Design: Differentiated support is often necessary, as well as useful. 4 Fostering Agency through Effective Support Practices Exploring New Communities: Writing support should facilitate socialization for international graduate students. Finding a Voice: Graduate-level writing requires finding a voice that make sense in a new country and culture. Writing Support and Professional Development: Professional communication support is particularly useful for international graduate students. Hacking Support and Resources: International graduate students (must) use creative strategies to learn how to write. Conclusion: Pedagogical Applications and Implications: Writing pedagogy and support practices must be designed to foster agency. 5 Advancing Advocacy through Programs and Leadership Writing Support and/as Advocacy: Advocacy-driven writing support best helps international graduate students. Distributed Advocacy: Writing support should be designed as part of a broader network of support and advocacy. Advocacy at the Center Advocacy at the Gate It Takes a Village Students as Advocates: International graduate students’ own advocacy and engagement are important resources. Conclusion: Programmatic Applications and Implications: Writing professionals can provide leadership to academic support networks and to their institutions. 6 Conclusion: Reflections on an Emerging Field: Writing support for international graduate students could be a catalyst for advancing the discipline. References Index