What are the best ways of helping international students succeed in their academic writing?

 

“EditorialBusiness & Work” by Scott Graham licensed under Unsplash.

Writing challenges such as grammar, word choice, organization and flow of ideas, critical thinking, and plagiarism are the problems in international students’ academic writing. In a generation where sharing ideas is a resource, not being able to share them is a killer of a revolution. To solve the struggle in the academic struggle of international students, there are five best strategies to improve international students’ academic writing: Reading effectively, translating, practicing, being open to feedback, and knowing international students are not alone in their academic writing struggle. 

Reading habits can be a new skill to build; however, it is the backbone for improving academic writing or writing in general. Dr. Katherine Firth, a lecturer from LA TROBE’s research University, asserts the value of reading about writing. She said reading habits help international students be familiar with sentence structure, word choice, and common use of English metaphors(Firth). The more international students incorporate reading habits into their life, the more they will understand English. Understanding English is a helpful skill that improves the writing skills of international students. However, there are international students who are avid readers but find academic writing difficult, this is because they are using an ineffective reading strategy.

According to Mai-Linh Bui, a U.S. News publisher, ”[International students] will probably need to read a number of research papers and dissertations throughout the academic year.  [ They shouldn’t] skim them for information”(Bui). Glimpsing the information over does not help international students improve their writing much; However, they should read a dissertation or research paper and look at how the author structure the paper in a way that convinces the reader. These will help international students know different sentence structure forms, which they can embody in their academic writings. 

In addition to reading research papers or dissertations, Bui said if international students translate English text into their native language, it will enforce them to know the different structures of writing (Bui). When international students translate English into their native language, they will force themselves to read deeply or analyze the text. Analyzing a text will help them visualize the structure of the paper.

However, while reading and translating are helpful in writing, if international students do not practice writing regularly, they will not show much improvement. Firth asserts that taking every opportunity to increase international students’ English writing skills such as: taking notes, writing emails, and sending text messages- are better means to help international students improve their writing skills(Firth). In every writing international students write and make a mistake, they are learning. But, if the mistakes were not corrected, will they be illiterate their whole life about writing?

In their study, Carol Dweck(author of Mindset) and her team do research at the University of Hong Kong and asked students who are not fluent in English if they were willing to take courses to improve their English skills if provided. The fixed mindsets, a mindset that skills cannot be developed, were not very interested; however, the growth mindsets were happy to take the course(Dweck, 25). Those who were not interested risk their college career by hiding their deficiency in English. However, the growth mindsets open doors for improvement. They welcome feedback.

For international students to learn from their writing, they should be open to feedback. But, From whom should international students ask for feedback? Swathi Ravichandran et al., who published an article in the Journal of International Students about how to improve the academic writing of international graduate students, stated that feedback from faculty, writing center, peer mentors, or friends plays a good role in improving international students’ academic writing (Ravichandran et al., 775-777). Many academic writings were written with professors and peers as an author in mind. As a result, getting feedback from these people will increase the chance of triumph in international students’ academic writing. However, if international students do not correct the error, the feedback will be just feedback. Feedback will be effective when international students learn from it and make a change.

As much as the usefulness of applying these strategies, it can be daunting at the same time. However, what international students have to know is that they are not alone in the process of struggling with academic writing. Firth, a lecturer from LA TROBE’s research University, said, ”international students pass [their writing assignment] at the same rate as local students and often complete more swiftly”(Firth). Most international students learn through struggle. The struggles shaped their writing to be better, which helped them pass at the same rate as local students.

All the five best strategies help international students become better writers. By becoming better writers, international students can open doors for lots of career opportunities. Most employers want employees that can communicate effectively. If international students can communicate effectively through writing, they will create a better lifestyle in the future.

Becoming a better writer is also useful for the good health of international students. University can be a stressful place, so writing thoughts on paper can clear the mind, which reduces the stress of international students. If their stress is reduced, they can use that energy on productive tasks, which will broaden their knowledge.

If international students can increase their knowledge, they will become successful in their college life and become satisfied with their life. Their success is also a way to create a better society. The more literate person an environment contains, the more a better society will be built.

In conclusion, even if English Composition courses are given on college campuses,  international students must incorporate the habit of writing into their life even after completing the course. If international students form a community where writing is a culture, they will thrive even after leaving their English Composition course.

                                            

                            Works Cited

Dweck, Carol .” Mindset Changing the Way You Think to Fulfil Your Potential”. Robinson, 2017.

Ravichandran, Swathi, et al. “Strategies to Address English Language Writing Challenges Faced by International Graduate Students in the US.” Journal of International Students, vol. 7, no. 3, 2018, pp. 764–785., https://doi.org/10.32674/jis.v7i3.298. 

Bui, Mai-Linh“3 Ways International Students Can Improve Academic Writing.” Yahoo! News, Yahoo!, https://news.yahoo.com/3-ways-international-students-improve-academic-writing-130000828.html. 

“6 Strategies for Better Writing When English Is Your Second Language.” Nest, 15 May 2018, https://www.latrobe.edu.au/nest/6-strategies-better-writing-english-second-language/. 

 

 

Final Hacks

Group three

1. Samuel
    Kiara
    Emily
2. A helpful tip for finals: to sleep well
3. A and B: Reduce screen time and fix your sleep schedule and use an alarm. Make sure your sleep is consistent and sleep for 8-10 hours daily.
C: The Atmosphere: Sleep in a cool and quiet room
D: 2-3 weeks before finals start practicing your sleep schedule

*consistency is key

Stanford Website Analysis

                                                                               Summary

“Stanford University” by YS is licensed under Unsplash.

On its website, Stanford University introduces its programs and history since they were founded by Leland and Jane Stanford in memory of their only child, Leland Stanford Jr.  From their reputation and campus introduction, Stanford University holds creative, outstanding, and demanding curriculums that promote entrepreneurialism. This proves Stanford University, “the Harvard of the 21st century” by Slate, to be the best university out there for those selective students who want to pursue an impressive education, capable of nurturing “a strong venture culture.”

                                         Analysis

Stanford University uses ethos and imagining ideal readers to persuade their readers. They write the website “Stanford University” on the Wikipedia page to convey they are the best university compared to other universities. To persuade their greatness to the reader, Stanford University provides facts that increase their reputation in the world of education.

As of ethos strategy, Stanford University provides evidence of when Frederick Terman, father of Silicon Valley, supported the local industry entrepreneurialism at Stanford during its time in financial crisis back in World War II (SU, Introduction). The support he made to the students and faculties led to the foundation of the greatest cradle of innovation called Silicon Valley. This story uses the ethos strategy by increasing the credibility of Stanford University.

“Stanford University” by daybreakwithray is licensed under Unsplash.

As of April 2021, Stanford has produced lots of notable people which includes “85 Nobel laureates, 29 Turing Award laureates, and eight Fields Medalists” (SU, Introduction). It shows the success of its students, alumni, faculty, and staff which causes people to believe that entering this school will make them notable as well. This makes the university trustworthy in an education matter.

Further from those successful ones, there are companies such as Google, Yahoo, LinkedIn, Instagram, Cisco, Snapchat, and Coursera which are built with a closer association to Stanford University (SU, Businesses and entrepreneurship). This implies that Stanford University has the resources and culture to help people succeed, which makes the university attractive to start-ups. These appeal to the readers which increases the authority and credibility of the school using ethos strategy.

“Stanford University” by Jeremy-Bezanger is licensed under Unsplash.

Moving on from science, Stanford has also built a reputation in athletics. According to Stanford University, “[They] have won 137 NCAA team championships, more than any other university, and were awarded the NACDA Directors’ Cup for 25 consecutive years, beginning in 1994–1995. In addition, by 2021, Stanford students and alumni had won at least 296 Olympic medals including 150 gold medals” (SU, Athletics). These victories show that Stanford is the right place for those who want to pursue athletics as a career. This fact persuades students who want a good experience in athletics because the school has good credibility in the sport.

Furthermore, Stanford used imagining ideal readers, who are likely to be convinced by the idea that Stanford University is a good fit for them, strategy to persuade their readers. In their overall argument, they have created an image that creative, hardworking, and outstanding are their ideal prospective student. However, in a paragraph sense, Stanford has proposed the type of student they are expecting.

According to Stanford, the six-year graduation rate is about 20% higher than the four-year graduation rate because of the university’s coterminal program which provides students with a master’s degree by extending 1-2 years from their undergraduate degree (SU, Student body). Most of Stanford’s undergraduates choose a coterminal degree that helps them get their master’s degree by increasing their graduation year by one. This idea puts an imaginary ideal reader of whom want to complete their master’s degree by using the coterminal degree program Stanford provides are most of their students.

When spanning our attention to the social group, Stanford has a “Groups span athletics and recreation, careers/pre-professional, community service, ethnic/cultural, fraternities and sororities, health and counseling, media and publications, the arts, political and social awareness, and religious and philosophical organizations” (SU, Student groups). Social groups at Stanford are vast, making it easy to find one interest among them. But what makes Stanford’s social group interesting from other universities/colleges?

“Stanford University” by Jeremy-Bezanger is licensed under Unsplash.

In contrast to other colleges, Stanford has a policy that any individual interested in a group must have an open opportunity to join the club (SU, Social group). A policy that abides with their motto “The wind of freedom blows” (SU, motto). Stanford, in contrast to other colleges, is a great place to join a group of one’s interest without the restriction from its group members. This provides an image of Stanford’s strong community and a collaborative environment culture which in turn provides their imagining ideal reader while writing this website.

As evidence for the freedom of social groups, Stanford is home to a set of student journalism publications like The Fountain Hopper which tells about the Brock Turner story that reports about the sexual attempt of a freshman man to a sophomore woman at Stanford University (SU, Student group). Stanford is a place where freedom of speech is not restricted. The use of this sentence is intended to provide an imaging ideal reader for students who want to be a journalist and have journalist experience in a university that respects their freedom of the press.

When all is said and done, Stanford University uses ethos and imagining ideal reader strategies to persuade its ideal prospective students that it is the best university out there. Stanford uses ethos to increase its credibility to be trustworthy in the further details it provides. Furthermore, they use imagining ideal readers to increase students who apply to the university.

 

                                      Response

When I was a child, I was optimistic about the future since friction in life was rare. But as I began to grow up, it became harder to believe the future is promising because of all the challenges I have to face. Nevertheless, I believe that even if there is a challenge coming my way, if I have the “audacity to hope”, I can see a light in the darkness.

Stanford University holds a similar value. The university stayed optimistic even at the time of its financial crisis period in 1893 when the founder, Leland Stanford, died. This demonstrates the fact that the university stayed firm despite its challenges.

“Stanford University” by Allen Gong is licensed under Unsplash.

They did that by supporting the local industry to be entrepreneurs. Now, they have become a great place for innovation that changed the game for the whole world. Google, for instance, was a research project created and funded by Stanford University. Now, Google gives us information from any place on the earth as long as we are connected to the internet or not banned by the government.

As a student, I am enthralled by a university that has a culture of hope in the things they do. A belief in a good and bright future is the value I want to see from a university that I could possibly attend. So, if given the chance to attend this great university, I would not turn a blind eye to make this decision, I would join Stanford University.

 

                                 Works Cited

“Stanford University.” Wikipedia, Wikimedia Foundation, 8 Mar. 2022, https://en.wikipedia.org/wiki/Stanford_University.

 

 

 

Alyssa Harris’s story

Alyssa Harris is an art major at Georgia State Perimeter College, who shared her academic self in the interview we made in English Composition 1102. Alyssa told me that she was diagnosed with ADHD and dyslexia when she was eight years old. However, being a strong learner, Alyssa did not let the learning disability hold her back in the academic world. She instead believes that if she stays hungry and prepared in the academic environment, she will thrive in her scholarly goals: to broaden her view of the world through knowledge.

 

Growing up with ADHD and dyslexia, Alyssa used the learning disability to complain when she failed or scored poorly. When Alyssa’s mind saw a failure (cue) it produced a craving for pleasure in which it responded with a reason that she has a learning condition. Because the response satisfied the craving, Alyssa made it a habit. For instance, in her middle school math class, Alyssa used the fact that she has ADHD and dyslexia as a disadvantage for her failure and not understanding math. That belief makes Alyssa satisfied even if she fails. However, deep down Alyssa’s heart knew that was not the case.

However, observing many students in her junior year, Alyssa concluded that she is not the only person with a short concentration span. Alyssa knew that most students lose their attention, often in the lecture. From that point onward, Alyssa’s reward stopped satisfying her craving, which led her to break the habit of complaining. Instead, Alyssa set a belief that staying hungry and being prepared to be the path to a successful academic career.

Embodying that ideology, Alyssa became a better learner who is always hungry to learn new things. In our conversation, Alyssa told me that her eagerness to learn new things commenced increasing from her intuition to broaden her view of the world. Alyssa even brought up an analogy that her mind craves knowledge as her stomach craves chips. As an art major, Alyssa knew that if she learned more, her worldview would grow. Increasing her knowledge in return will lead her to be more creative. Being more creative, Alyssa dreams of becoming the best designer after finishing college.

However, as a full-time worker and student, Alyssa knew that staying hungry would disappear given the shortage of time. Dr. Chew, professor of psychology at Samford University, in his video series “How to Study,” said, “Your level of understanding is a direct result of how hard you prepared” (Chew, Developing a Mindset for Successful Learning). Chew clarifies that the level of understanding something is directly proportional to the level of preparedness. Alyssa also knew that she must plan most of her academic work to be prepared enough. As a strategy, Alyssa primes her school material and starts assignments early to increase her understanding and do the job with the least effort but with greater frequency.

In conclusion, Alyssa Harris, an art major who wants to be a designer finishing college, believes that ADHD or dyslexia is not a disadvantage in her academic setting. Instead, Alyssa thinks that the “doctor was partially wrong;” and that she is “not suffering from anything. . . quite the opposite”: She is “thriving which is the last word [She] chooses to describe [her]self academically.” The fact is for her that being prepared and staying hungry is the key recipe for becoming a successful student. In short, prepared plus hunger will yield triumph in the view of Alyssa’s academic world.

                                Work Cited

 Chew, Stephen.” Developing a Mindset for Successful Learning. “Online video clip. YouTube. YouTube, 25 Mar 2015

Harris, Alyssa. Interview. Conducted by Samuel Alemu, 26 January 2022