Beyond academic writing: The international doctoral student writing workshop

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.

KEYWORDS:

• Writing workshop
• international students
• higher education
• writing competencies

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Kelly Mckenna

Kelly Mckenna is an Assistant Professor in the School of Education at Colorado State University. She is a Global Teaching Scholar, whose teaching experience includes face-to-face, hybrid, and online instruction. Her research interests aim to support adult learners in their educational and occupational endeavours by creating optimal learning environments and facilitating successful student experiences.

Christine D. Kyser

Christine D. Kyser is an Assistant Professor of Literacy in the School of Teacher Education at the University of Northern Colorado where she teaches graduate and undergraduate courses in literacy and educational technology. Her research interests focus on transforming literacy instruction with technology, multimodal composing, and teacher identity and recruitment.