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How are we helping our second language writers improve their writing? The case of English 101C and English 150 at Iowa State University

机译：我们如何帮助我们的第二语言作家提高写作水平？爱荷华州立大学英语101C和英语150的案例

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The growth of the international student population in higher education continues to rise. Because of this, traditionally L1 English courses have a growth of second language (L2) writers. This thesis explores the ways in which L2 writers at Iowa State University believe that English 101C (an English as a Second Language course) and English 150 (a first-year composition course) are helping them become better writers. Findings indicate that: students were unsure of the reasons they were placed into English 101C; there is a need for explicit and clear examples in English 101C; students believe the two programs should help students better transition from ESL to FYC courses; and these courses overall provide a foundation for introducing students to of academic writing. Implications from the study suggest a need for the ESL and the first-year composition programs to collaborate and for the ESL program to conduct longitudinal studies that track L2 writers\u27 achievements.

机译：高等教育中国际学生人数的增长持续上升。因此，传统的L1英语课程会增加第二语言（L2）的编写者。本文探讨了爱荷华州立大学的二线作家认为英语101C（英语作为第二语言课程）和英语150（第一年作文课程）如何帮助他们成为更好的作家。调查结果表明：学生不确定他们被放入英语101C的原因；需要用英语101C给出清晰明了的示例；学生认为，这两个计划应有助于学生更好地从ESL过渡到FYC课程；这些课程总体上为向学生介绍学术写作提供了基础。研究表明，ESL和第一年作文计划需要合作，ESL计划需要进行纵向研究以追踪L2作家的成就。

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Todey, Erin Frances;
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年度 2014
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入库时间 2022-08-20 20:23:36

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How are we helping our second language writers improve their writing? The case of English 101C and English 150 at Iowa State University

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