Intensive Writing Institute for Second Language Writers

A Bridge to University-level Academic Writing and Cultural and Institutional Expectations

Authors

  • Zuzana Tomas Eastern Michigan University
  • Marie Isabel Gardett University of Utah
  • Erin Jensen University of Utah

DOI:

https://doi.org/10.1558/wap.v6i1.107

Keywords:

China, second language writing, bridge course, university writing instruction

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 Biographies

Zuzana Tomas, Eastern Michigan University

Zuzana Tomaš received her Ph.D. in Linguistics from the University of Utah. She currently works as an Assistant Professor in ESL/TESOL at Eastern Michigan University, where she teaches undergraduate and graduate academic writing courses for international students and TESOL courses. She has done research in the area of second language writing and writing pedagogy, and has coauthored (with Ilka Kostka and Jennifer A. Mott-Smith) Teaching Writing (TESOL, 2013).

Marie Isabel Gardett, University of Utah

Marie Isabel Gardett is currently completing her Doctoral thesis in English with an emphasis in Rhetoric and Composition at the University of Utah. She has taught introductory and developmental writing, as well as scientific and technical communication, in a number of higher-education institutions. She currently also works as a researcher and instructional designer for an international nonprofit organization.

Erin Jensen, University of Utah

Erin Jensen is currently working on a Ph.D. in Education, Culture, and Society with an emphasis in Rhetoric and Composition at the University of Utah. She holds a Master’s of Education degree. She is the Assistant Director of the University Writing Center and also teaches introductory writing classes. Her research interests include second language writing pedagogy, especially as related to Chinese international students and writing centers.

Published

2014-06-10

How to Cite

Tomas, Z., Gardett, M. I., & Jensen, E. (2014). Intensive Writing Institute for Second Language Writers: A Bridge to University-level Academic Writing and Cultural and Institutional Expectations. Writing & Pedagogy, 6(1), 107 - 120. https://doi.org/10.1558/wap.v6i1.107

Issue

Section

Reflections on Practice

Most read articles by the same author(s)