International students’ challenges in academic writing: A case study from a prominent U.S. university

Nazmiye Gürel Cennetkuşu

Abstract


Because of the importance of English as a scientific lingua franca among academic communities, a great emphasis is put on English education  - especially in higher education - in countries where English is a second or foreign language. Therefore, the significant productions of graduate studies such as research articles and dissertations are often required to be written in English. This study examines the needs, means, and successful practices of academic writing in English through a comprehensive survey, in-depth interviews, and samples of academic writing. Results indicate that if parties in higher education (students, professors, and instructors) become conscious of each other’s expectations and practices, higher education through second/foreign language would most likely produce successful writers.  


Keywords


academic writing, English education, higher education

Full Text:

PDF

References


Ammon, U. (2007). Global scientific communication Open questions and policy suggestions. AILA Review, 20(1), 123-133.

Angelova, M. & Riazantseva, A. (1999). “If you don’t tell me, how can I know?”: A case study of four international students learning to write the US way. Written Communication, 16, 4, 491-525.

Babin, E. & Harrison, K. (1999). Contemporary Composition Theories: A Guide to Theorists and Terms. Westport, Connecticut: Greenwood Press.

Bocanegra-Valle, A. (2014). ‘English is my default academic language’: Voices from LSP scholars publishing in a multilingual journals. Journal of English for Academic Purposes, 13, 65-77.

Braine, G. (2002). Academic literacy and the nonnative speaker graduate student. Journal of English for Academic Purposes, 1, 59-68.

Braxley, K. (2005). Mastering academic English: International graduate students’ use of dialogue and speech genres to meet the writing demands of graduate school. In K. H. Hall, G. Vitanova, & L. Marchenkova (Eds.). Dialogue with Bakhtin on second and foreign language learning (pp. 11-32). New Jersey: Lawrence Erlbaum Associates.

Buckingham, L. (2008). Development of English academic writing competence by Turkish scholars. International Journal of Doctoral Studies, 3, 1-18.

Casanave, C., & Hubbard, P. (1992). The writing assignments and writing problems of doctoral students: Faculty perceptions, pedagogical issues, and needed research. English for Specific Purposes, 11(1), 33-49.

Casanave, C. P. (2004). Controversies in Second Language Writing: Dilemmas and Decisions in Research and Instruction. Ann Arbor: The University of Michigan Press.

Cho, D. W. (2009). Science journal paper writing in an EFL context: The case of Korea. English for Specific Purposes, 28, 230-239.

Collier, V. P. (1995). Acquiring a second language for school. Directions in Language and Education, National Clearinghouse for Bilingual Education, 1 (4), 1-10.

Curry, M. J. & Lillis, T. (2004). Multilingual scholars and the imperative to publish in English: Negotiating interests, demands, and rewards. TESOL Quarterly, 38, 4, 663-688.

Dong, Y. R. (1998). Non-native graduate students’ thesis/dissertation writing in science: Self-reports by students and their advisors from two U.S. institutions. English for Specific Purposes, 17, 4, 369-390.

Englert, C.S., Mariage, T.V., & Dunsmore, K. (2006). Tenets of sociocultural theory in writing instruction research. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 208- 221). New York: Guilford.

Fujioka, M. (2014). L2 student-U.S. professor interactions through disciplinary writing assignments: An activity theory perspective. Journal of Second Language Writing, 25, 40-58.

Grabe, W. (2001). Reading-writing relations: Theoretical perspectives and instructional practices. In D. Belcher and A. Hirvela (eds.), Linking literacies: Perspectives on L2 reading-writing connections (pp. 15-47). Ann Arbor, MI: University of Michigan Press.

Gurel, N. (2010). An examination of linguistic and sociocultural variables in writing a dissertation among Turkish doctoral students. Ph.D., State University, New York. Retrieved from: http://proquest.umi.com/pqdweb?did=2169357971&F mt=7&clientId=37478&RQT=309&VName=PQD

Gurel Cennetkusu, N. (2011a). Challenges of dissertation writing in foreign language. E-Journal of New World Sciences Academy: Education Series, 6, 3.

Gurel Cennetkusu, N. (2011b). Challenges of dissertation writing in foreign language and strategies used: the perceptions of dissertation supervisors. EKEV Academic Review, 49, 217-234.

Gurel Cennetkusu, N. (2012). Writing a Research Paper in the Foreign Language: A Case Study of Challenges and Strategies. Bitlis Eren University Journal of Social Sciences Institute, 1, 1.

Gurel Cennetkusu, N. (2014). Yabancı dil (İngilizce) eğitimi ve Web uygulamaları. In A. Baytak (Ed.). Eğitimde Web Teknolojilerinin Kullanımı. (pp. 55-70). Ankara: Pegem Akademi.

Hamel, E. (2007). The dominance of English in the international scientific periodical literature and the future of language use in science. AILA Review, 20(1), 53-71.

Huang, J. C. (2010). Publishing and learning writing for publication in English: Perspectives of NNES PhD students in science. Journal of English for Academic Purposes, 9, 1, 33-44.

Ivanic, R. (2004). Discourses of writing and learning to write. Language and Education, 18, 3, 220-245.

Köse, E. & Şahin, A. (2008). Yükseköğrenime yeni başlayan öğrencilerin düşüncelerini yazılı olarak ifade edebilme becerilerinin değerlendirilmesi. Milli Eğitim, 180, 227-237.

Li, Y. (2006). Negotiating knowledge contribution to multiple discourse communities: A doctoral student of computer science writing for publication. Journal of Second Language Writing, 15, 159-178.

Li, Y. (2007). Apprentice scholarly writing in a community of practice: An intraview of an NNES graduate student writing a research article. TESOL Quarterly, 41, 1, 55-79.

Lillis, T.M. & Curry, M.J. (2010). Academic writing in a global context: The politics and practices of publishing in English. London: Routledge.

Nasiri, S. (2013). Exploring the significant role of meta-discourse in academic writing for a discourse community by academic members. International Journal of Research Studies in Education, 2, 1, 67-74.

Tardy, C. M. (2005). “It’s like a story”: Rhetorical knowledge development in advanced academic literacy. Journal of English for Academic Purposes, 4, 325-338.

Valdes, G. (2004). The teaching of academic language to minority second language learners. In A. F. Ball, & S. W. Freedman (Eds.). Bakhtinian Perspectives on Language, Literacy, and Learning. (pp. 66-98). Cambridge: Cambridge University Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Woodward-Kron, R. (2008). More than just a jargon- the nature and role of specialist language in learning disciplinary knowledge. Journal of English for Academic Purposes, 7, 234-249.


Refbacks

  • There are currently no refbacks.


  Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Journal of Language and Linguistic Studies
ISSN 1305-578X (Online)
Copyright © 2005-2017 by Journal of Language and Linguistic Studies