The writing of international students, most often but not necessarily English language learners (sometimes labeled as L2 students by experts), can be a source of stress for instructors teaching college courses with an international focus. I teach two classes in the South. One is in a South American country, the other is in a Middle Eastern country. It is my students’ first writing experience outside of school, which adds a whole new set of considerations for any teacher teaching a class with an international focus.
尽管我教的两门课的语法和词汇不同，但我们的课程之间有许多共同点。 一个主要区别是修辞手段的数量——以及每种手段中提出的论点的性质。 然而，有许多不同之处。 在这两堂课中，我都面临着如何提出论点的问题。 在国际学生 论文代写 写作中，表面错误的数量——例如使用现在时的“我”和过去时的“你”——往往比美式写作要多得多。 这并不奇怪，因为为了接触目标受众，学生必须准备好跨越语言和音调界限。
In addition to the differences in the number of rhetorical devices between American and international student writing, there are differences in the style of writing. In American English, the use of figurative language is commonplace; in the English of much of the indigenous world, such language is considered unprofessional. This is important to students’ education, but it has also had a serious drawback in that the use of such language tends to create readers who prefer an authoritative author who uses “I” to describe things instead of “you.”
This problem can easily be solved through an involvement in a writing program that takes the language of the indigenous world into account and encourages the use of me or you whenever appropriate. Such a writing program would include activities that build vocabulary, engage in word play, and follow the rules of grammar with a certain flair. It would give students practice with written communication while building up their proficiency in the English language. The more closely students follow a writing plan that incorporates the use of “I” and “you”, the better they will write. In a study of language acquisition, developmental psychologist Roger Bannister found that students who were given a story that was centered on “I” developed much faster than those who heard a story centered on “you”.
However, it is not enough to find a writing plan that works. Students need to learn how to make that plan work within the constraints of a writing schedule and a college class. For this reason, we recommend that students select a workbook that contains three dimensions. Students need to first learn to develop a detailed plan. Then they need to decide which specific dimension(s) they want to focus on (the three dimensions are: focus, execution, and impact), and they need to decide how to practice the chosen dimension(s).
In selecting a writing program, we recommend that students select books that are bestsellers (at least in the United States, the United Kingdom, Australia, Canada, and Germany). If a new writing effort is needed, we recommend that the student look for a book whose title has the word “self-help” in it. Such a book may have some useful information about motivation, effectiveness,
decision-making, time management, and even some self-help advice. It may be well-known, trusted, and recommended.
As previously mentioned, a writing assignment should have a focus. However, there are also some tasks that are more general, such as doing an outline or creating a draft, then there are tasks that involve the creation or development of specific details, such as writing the paper or essay. Although it seems obvious, in many cases, students do not spend enough time developing details of a writing assignment, which is very counterproductive because the writer tends to feel overwhelmed with the larger task instead of enjoying the writing. Further, it appears from the above that some students prefer to write in the form of a short article instead of a paper, so when tackling a broader writing task, they are unable to fully develop their language skills.
Finally, we recommend three dimensions of writing: content, audience, and format. The best way to approach a problem is to consider the audience for which the writing is intended. For example, if the paper is being written for English speaking college students in South America, then the topic, style, and language will need to be very different from those in the United States or Canada. The same can be said for working on research papers in Asia.
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