Writing Support for International Graduate Students: Enhancing Transition and Success

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