How effectively and consistently do international postgraduate students apply the writing strategies they have been taught in a generic skills based course to their subsequent discipline based studies?

Authors

  • Janet Elizabeth Counsell University of Tasmania

Keywords:

international students, internal pathway, postgraduate study

Abstract

Abstract: International students comprise 76% of the coursework post graduate cohort in the Faculty of Business at the University of Tasmania. The traditional pathway has been to have an IELTS score of 6. However, the university also has an internal entry pathway via DEAP (Direct Entry Academic Program) which is taught in the English Language Centre. This program has grown in size and popularity and in November 2008 there were 138 students in 9 DEAP classes. This studyaimed to have ex DEAP students identify effective writing strategies and to evaluate whether they used those strategies when tackling writing tasks in their discipline. The first stage was a written questionnaire of 100 items which listed strategies. This was followed up by one to one interviews to enable students to expand on their responses. Key words: international students, internal pathway, postgraduate study,

Author Biography

Janet Elizabeth Counsell, University of Tasmania

Postgraduate student academic adviser

Downloads

Published

2011-02-17

How to Cite

Counsell, J. E. (2011). How effectively and consistently do international postgraduate students apply the writing strategies they have been taught in a generic skills based course to their subsequent discipline based studies?. Journal of Academic Language and Learning, 5(1), A1-A17. Retrieved from https://journal.aall.org.au/index.php/jall/article/view/80

Issue

Vol. 5 No. 1 (2011)

Section

Research Articles

License

The copyright for articles in this journal is retained by the author(s), with the exclusion of the AALL logo and any other copyrighted material reproduced with permission, with first publication rights granted to the journal. Unless indicated otherwise, original content from articles may be used under the terms of the CC-BY-NC licence. Permission for any uses not covered by this licence must be obtained from the author(s). Authors submitting to this journal are assumed to agree to having their work archived in the National Library of Australia’s PANDORA archive.