Abstract

This study examined the problems that four international graduate students of various linguistic and cultural backgrounds encountered in the process of adapting to the requirements of discipline-specific written discourses during their first year of studies in the United States. Qualitative data including participant and faculty interviews, observations, analysis of written samples, and reflective journals kept by the participants were collected. The results of the study suggest that international students, who bring different writing experiences with them to U.S. classrooms, need assistance to adjust more easily to the requirements of the new academic environment. This assistance, however, depends on international students and U.S. faculty alike learning to address explicitly how academic writing conventions differ across cultures.

Journal
Written Communication
Published
1999-10-01
DOI
10.1177/0741088399016004004
Open Access
Closed
Topics

Citation Context

Cited by in this index (3)

  1. Computers and Composition
  2. Technical Communication Quarterly
  3. Written Communication

Cites in this index (7)

  1. Written Communication
  2. Written Communication
  3. Written Communication
  4. Written Communication
  5. Rhetoric Review
Show all 7 →
  1. Written Communication
  2. Research in the Teaching of English
Also cites 13 works outside this index ↓
  1. 10.1093/elt/41.4.257
  2. 10.1016/0889-4906(94)90022-1
  3. Genre knowledge in disciplinary communication
  4. 10.1111/j.1467-971X.1988.tb00226.x
  5. 10.1080/08351818409389208
  6. 10.2307/3586533
    TESOL Quarterly  
  7. 10.1111/j.1467-1770.1966.tb00804.x
  8. 10.2307/3587624
  9. 10.2307/3587974
  10. 10.2307/3586828
  11. 10.2307/3587400
  12. 10.2307/3586647
  13. 10.37514/JBW-J.1990.9.2.07
    Journal of Basic Writing  
CrossRef global citation count: 61 View in citation network →