Asee peer logo

"It's Not My Job To Teach Them How To Write": Facilitating The Disciplinary Rhetorical Socialization Of International Esl Graduate Assistants In The Sciences And Engineering

Download Paper |

Conference

2009 Annual Conference & Exposition

Location

Austin, Texas

Publication Date

June 14, 2009

Start Date

June 14, 2009

End Date

June 17, 2009

ISSN

2153-5965

Conference Session

Develop Course / Materials / Topics for a Global Engineering Education / International Poster Session

Tagged Division

International

Page Count

25

Page Numbers

14.1.1 - 14.1.25

Permanent URL

https://peer.asee.org/5093

Download Count

60

Request a correction

Paper Authors

biography

Ashley Ater Kranov Washington State University

visit author page

Dr. Ashley Ater Kranov is Assistant Director of the Center for Teaching, Learning and Technology at Washington State University(WSU). She specializes in outcomes assessment and faculty development.

Dr. Ater Kranov is a leader in university and community internationalization efforts, including developing and assessing global competencies in faculty, staff, and students.

The paper describing her collaborative work with faculty in the WSU College of Engineering and Architecture, "A Direct Method for Teaching and Assessing the ABET Professional Skills in Engineering Programs", won the 2008 ASEE Best Conference Paper Award.

visit author page

Download Paper |

Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

“It’s not my job to teach them how to write”: Facilitating the Disciplinary Rhetorical Socialization of International ESL Graduate Assistants in the Sciences and Engineering Abstract

The purpose of this research was to determine the challenges faced by international ESL graduate assistants in the Sciences and Engineering in writing for their academic programs and professional positions (e.g., proposals, dissertations, journal articles, conference proceedings), as well as those faced by faculty in helping them with their writing, at the University of Idaho.

This study’s findings suggest that ESL graduate assistants are frustrated with the lack of effective guidance that they receive from their advisors/major professors on writing-related issues, which hinders their academic success as well as their working relationships. In addition, the lack of writing support directly correlates with not being adequately prepared to write in English about their research once they become researchers in either a university or industry setting in the United States (US) or abroad. Basic communication, writing for assistantships and advisor/major professor issues (including faculty lack of time and the tendency to “take over” and re-write student writing) were the most significant challenges identified by participants when results were analyzed separately for the two key stakeholder groups.

The results of this study and similar findings nationally and internationally suggest that writing for academic/professional purposes at the graduate level is an exceedingly complex cognitive and social undertaking for ESL graduate students. The results also suggest that facilitating disciplinary rhetorical socialization is exceptionally complex and challenging for faculty. And while research has shown that cohesive discipline-specific, graduate-level writing programs that equally support graduate students and faculty result in optimized research performance and professional preparation, few exist in the US.

Introduction: The Problem and Its Importance

Universities across the United States (US) rely upon their graduate students to conduct research and teach courses. Almost 12% of the 2.2 million graduate students in the US are international graduate students for whom English is not their native language. Approximately 33% of all doctoral degrees awarded in 2005 were to non-US citizens, the majority of whose native countries were China, India, and South Korea.1, 2, 3, Approximately two thirds of these students are in science and engineering programs: in 2006, 64% of all engineering doctoral students were international, as were 56% of graduate students in physics and 55% in mathematics.4, 5, 6

After graduation, 74% of these international students have firm job commitments in the US either as postdoctoral fellows or in industry. Non-US citizens accounted for 58% of all postdoctoral fellows in 2003. The majority of those who stay are from China and India. 7, 8

Despite meeting high university standards, many graduate students for whom English is a secondary language (ESL)* continue to struggle with written communication in their academic

Ater Kranov, A. (2009, June), "It's Not My Job To Teach Them How To Write": Facilitating The Disciplinary Rhetorical Socialization Of International Esl Graduate Assistants In The Sciences And Engineering Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. https://peer.asee.org/5093

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2009 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015