Academic Writing for Graduate Students from Taiwan

Abstract

This study was to examine the academic writing needs of 76 Taiwanese students who were studying in an English-speaking country, based on these participants' self-reported data about writing difficulties, the importance of grading criteria, and the assistance from ESL composition classes at this university and their coping strategies to accomplish their academic writing. The composing process and analysis and synthesis were more challenging than their English language problems, and grading criteria, quality of development and organization of controlling ideas were more important than written format and second language proficiency. ESL composition classes were more helpful in upgrading their English proficiency than in guiding them how to deal with problems during the composing process and analysis and synthesis of readings for academic writing. Their common coping strategies included clarifying strategies, using current feedback to adjust strategies, and managing competing demands.