ERIC Number: ED345496
Record Type: RIE
Publication Date: 1989
Reference Count: N/A
How Professors Initiate Nonnative Speakers into their Disciplinary Discourse Communities.
Texas Papers in Foreign Language Education, v1 n3 p207-225 Fall 1989
A study investigated how content-area professors help graduate students who are nonnative speakers of English improve their discipline-related writing. Foreign graduate students (n=164) were surveyed and found to have writing experience in their disciplines. These students responded to questions about techniques professors used to facilitate writing, student behaviors in response to assignments, perceptions of what professors comment on, and factors that helped to improve their writing. Of the students surveyed, 14 were interviewed. The interviewees, from the business, education, engineering, geodetic, science, journalism, linguistics, microbiology, nutrition, and political science fields, showed the interviewer some content-area writing assignments, described problems with the assignments, and discussed their reactions to graded papers. Results of the survey are tabulated and discussed briefly, and interview findings are examined in more detail, focusing on the professors' handling of writing assignments and role as writing facilitator, student use of advisors in writing improvement--a factor not anticipated at the of professors' comments on papers, and the role of academic advisors in writing improvement--a factor not anticipated at the outset of the interviews. (MSE)
Descriptors: Academic Advising, Academic Discourse, College Faculty, English (Second Language), Foreign Students, Grading, Graduate Students, Higher Education, Intellectual Disciplines, Language Research, Linguistic Theory, Peer Relationship, Socialization, Teacher Role, Teacher Student Relationship, Writing Instruction
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A
Note: For the journal as a whole, see FL 019 498.