The writing of international students, which are often but not always – English language learners (sometimes labeled L2 learners by experts), can be an important source of stress for teachers. On the one hand, teachers may feel that their primary focus ought to be on the subject matter and would be uncomfortable–even uncomfortable–with ideas raised by students. On the other hand, some L2 students raise issues that teachers have difficulty with because they bring foreign concepts with them from home, such as–while living in the United States–the notion that all people are equal and that, therefore, the treatment of people in any country is ultimately up to individual persons. (There is a good deal of difference of opinion regarding this issue.)
Another problem that L2 students and teachers have regarded overseas writing–and of course, about academic writing in general–is that they too easily forget about what is called the “hard stuff.” What is it really that teachers and students have to do to get beyond the easy stuff and into the really important stuff? Is there anything more difficult than writing for English composition classes? (The answer, sadly, is no.)
One of the problems with writing for academic purposes in many parts of the world is that the students bring very little to the table individually. As in a classroom situation, their contributions are usually of marginal value. There are a great many different elements to class assignments, and students bring very little to the table to help construct and shape the written piece.
Rather than being a source of stress or frustration, the problem of how to approach an assignment with global perspective can turn out to be a simple one if you are prepared for it. First, ask yourself: “What does this assignment really need to accomplish?” Is it to construct an argument? Is it to justify a particular point? Is it to demonstrate skill at using rhetorical language? If so, then yes, you will need to learn some technical aspects of academic writing and you may need to consult with a more experienced writer just to make sure that you’re using the right tool for the job.
Second, remember that there are two sides to every coin. Sometimes students can bring a lot to a project, but they can also end up biting the dust. It’s important, when teaching international students, to remember that it’s possible to teach all of those things and still wind up with a group effort that gets the job done. But remember also that you’ll have to use a little sense of humor along the way.
Third, remember that you don’t always have to write in the first person. Indeed, Smith said, “A writer may have the best of both styles-he may blend the first-person singular with the third-person singular.” In fact, he said that a good writer could adopt the “I” as a more informal version of the “we” in the sentence. “I did it,” he said to his research assistant in reference to a recent project he’d had. “You did it,” she said. Those words are a classic example of a second-person singular pronoun.
Those words are from Smith’s International Writing Project and he includes them in his next book, which he’s co-writing with British author Michael Chaboyer. Smith calls his style Lightfoot-ythons Latin for “ablaze.” With a little work with a good dictionary and the help of an intensive English instructor, I’ve been able to say the best thing I can about this style of writing. For one
thing, I actually have a good sense of grammar and I can convey ideas quickly.
所以你有它。 在我看来，国际学生写评估（ISWA）是学生准备“in”站立试镜时可以使用的工具。 这一点特别重要，因为它向教职员工表明国际学生掌握了语言。 如果学生不能自信地以原始语言展示自己的作品，那么他们还没有准备好获得国际称职作家的认证。 一方面，他需要表现出对目标语言的熟练程度，其次，他需要能够使用该目标语言进行有效的交流。