Coordinator of Support Services for Non-Native Speakers,
English Language Institute
malle2gmu.edu




Instructional Technology Coordinator &
High Advanced Writing Instructor
English Language Institute
llmiller@gmu.edu
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 What We Wanted to Learn

m How have the former students in the HAW class done

academically at Mason?

m What are the students¶ memories of HAW and to

what extent do they think it prepared them for
academic writing at Mason?

m
 
 
 What We Wanted to Learn

m What experiences have they had with writing at

Mason?
m What kinds of assignments have they had and how
confident do they feel in their ability to complete
them?

m How can the university support these students as

writers?

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Study Structure
m àata collection - academic GPAs; writing courses taken

m On-line survey - 25 out of 55 responses

m Types of writing assignments
m Classes that require writing
m Self- assessment of current academic writing skills
m Assessment of preparation provided by HAW class
m Resources used when completing writing assignments

m Interviews ± 4 students interviewed in pairs

m First questions about HAW class experiences
m Remaining questions about experiences
with writing in academic classes
m
 
 
Results
High overall GPAs
‡ 59 admitted undergraduates -- former HAW students

m
 
 
Results

Large variety of classes that require writing

m Ýusiness m Geology
m Computer science m Anthropology
m Communication m Sociology
m History m Physics
m Psychology m Economics
m Systems engineering m Health sciences
m àance

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Results
Common Assignment Types

m Research paper ± most commonly listed (95%)

m In-class essays/test (91%)

m Journals & Ýlogs (86%)

m
 
 
Results

Most Common Human Resources

m Course instructor ± 78% (often/occasionally)

m Friends/Family ± 72% (often/occasionally)

m Writing Center ± 33% (always, often, occasionally)

m
 
 
Results

Most helpful parts of the HAW class

‡ Grammar ± 7 responses

‡ Research paper/ research skills ± 7

‡ APA citation style ± 4

‡ Writing in the American style - 2

m
 
 
Results
Interview themes and insights
àesire for models and early feedback (prior to grading)
A: I think also what¶s missing is they usually ask you to do one draft,
so you do one draft and that¶s like the end of your life. But you
don¶t know how good it is and they don¶t give you a chance to
correct it . Sometimes you talk to the teacher and you think you
know what the teacher wants and then you stat writing and you
give in your paper and they¶re like, ³That¶s not what I wanted,´
and there aren¶t any more chances to correct it.

K: Good point! Bravo!

M: You¶d like that too? A chance to rewrite?

m
 
 
Results
Frustration with conflicting feedback

g: For example, the persuasive letter. The assignment is a resume

and a cover letter. And I write, ³ It is a great opportunity to
«.blah, blah.´

And somebody, English major, say ³You can say, µI would love the
opportunity,«.:¶ That¶s good.´ And I turn it in and the professor
say, ³In business writing, you can never say µlove.¶ ³

You can never say ³love,´ I thought, ³What?!? I just revise it!
Oh my God! Sometimes I feel, I don¶t know«.´

m
 
 
Results
Students generally understand assignments ± detailed specified
written objectives given by faculty

M: In your academic classes, have you ever had an assignment that you
thought was confusing, challenging or problematic ± where your
couldn¶t figure out what the professor wanted or«?

K: Until now, I think I¶m fine because all the time before we need to
write a paper, the professor always give us like what points we want
to cover,

L: So, they're clear«

K: «.the purpose, what kind of idea or what style

we need to use. Basically, he¶ll give us
very clear rubric.

m
 
 
 Results

Students use multiple drafting and their own

processes«.
˜: First I start worrying (laughter).

I don¶t just take it easy. I start worrying just start thinking about
it , just going through a test. Sometimes it¶s so confusing
understanding what they¶re asking, the major topic.

To me, I start analyzing it so hard, asking my classmates, find out

what they¶re writing about, plugging it into the assignment, see if
I can get something similar«

m
 
 
Results
Want acknowledgement of effort, not a break (wounded-pride)

K: I want everybody to understand, the professor to understand,

you can give me a poor score, you can say my paper is the worst
thing you¶ve ever seen, but I hope you can understand «.I know
you «have the same standard, I can understand you have to
treat everyone equally for your class but I hope the professor
will understand I¶m trying. Maybe I will write the worst paper
but I¶m trying. I¶ve suffered because of this paper and I will
survive and I will improve.

m
 
 
 Conclusions
m Observations on the HAW course
m Research paper skills
m In-class Writing
m Grammar

m Support Services ± knowledge of faculty expectations and

student perceptions can inform program design

m