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.
Table of Contents
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.
Book Overview
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.
Polices, 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.
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.
Conclusion: Reflections on an Emerging Field
Writing support for international graduate students could be a catalyst for advancing the discipline.
