Abstract:

This article discusses the design and evaluation of an intensive writing institute developed for students new to universities and colleges in the United States. In its first year, the program consisted of a hybrid (part online and part onsite) writing-intensive course which offered a brief but focused introduction to the writing and reading strategies necessary for success in U.S. universities and colleges, with an emphasis on reading complex texts like those which the students would encounter in content courses and on writing and revising completed compositions. Cultural differences and institutional expectations were also addressed in the course. Beyond the formal instruction, participating second language writers, all of whom were Chinese, were provided with extracurricular opportunities to interact with their professors in informal situations. Implications for preparing new international students for writing demands in university settings are discussed.

Author: Zuzana Tomas, Marie Isabel Gardett, Erin Jensen