ABSTRACT

This paper describes a research project conducted with international doctoral students documenting student and faculty members’ experiences in a writing workshop. The purpose of this study was to understand the complexities associated with international students’ academic writing competencies and develop a supportive culture as they pursue their education in the US. Participation in the writing workshop aided students in progressing through the four stages of Burch’s learning model. The findings suggest that, intensive writing experiences improve writing abilities, perceptions of writing, and knowledge of when to pursue writing assistance. In addition, the workshop supported the researchers in gaining insight into their international students’ experiences leading towards improved pedagogy for this student population.

摘要

本文介绍了一个与国际博士生一起开展的研究项目，该项目记录了学生和教职员工在写作研​​讨会上的经历。本研究的目的是了解与国际学生学术写作能力相关的复杂性，并在他们在美国求学时培养一种支持性文化。参加写作研讨会有助于学生完成 Burch 学习模式的四个阶段。研究结果表明，密集的写作经验可以提高写作能力、写作感知以及何时寻求写作帮助的知识。此外，研讨会还支持研究人员深入了解他们的国际学生的经验，从而改善该学生群体的教学法。