The writing of international students, which are often but not always English language learners (usually labeled L2 learners by experts), can be an especially important source of stress for instructors. Many teachers worry that their teaching strategies are being challenged because of the relatively high percentage of first-time international students who continue on to study in the United States or other English-speaking countries after high school. They fear that they are being turned into potential U.S. citizens by their own lack of writing skills. Although this concern is legitimate, it should not be used as a justification for poor practices by teachers towards their American writing projects.
重视美国代写写作所做出的宝贵贡献的教师和研究人员已经意识到，在 ESL 课堂上没有必要歧视二语学习者。 应该鼓励所有级别的英语学习者——从新移民到精通游客——都可以自信地用英语写作和阅读。 没有必要阻止那些已经会说流利英语的人或惩罚那些在基本写作方面有困难的人。 事实上，教这些新学生用英语写作的重要性可以帮助他们建立对主题的信心。
The key to motivating American writing lies in understanding what motivates students to write and read in English. Motivation can be categorized as internal urge to create, internal urge to read, or external urge to write and read. Understanding which urge pushes a student to take the step toward writing or reading is important for teachers and educators who are concerned about the quality of student writing. For example, a student who feels forced to write his essay because he feels he needs to do so may not be the most motivated to work on it. This same student may, however, be the most motivated to do so if he comes across a paper with a challenge or an assignment that will benefit his status or career.
One of the most effective ways for teachers and educators to motivate students is to find out what makes them want to learn. Some research indicates that students who are motivated to read and write have a higher interest in the material. As such, finding methods to motivate students regarding the quality of their written feedback can go a long way toward motivating and supporting them in their efforts.
Teachers and educators need to keep in mind that the motivation to write and read lies in both the student and the instructor. The instructor’s attitude toward teaching can impact student motivation. Instructors should encourage students to write and read with pleasure. Additionally, instructors should give instruction on grammar and usage in order to help students understand this material. They should also provide opportunities for students to practice writing and reading in their classes.
With some training, many instructors are able to talk with their domestic students and foreign students alike. With this training, an instructor can connect with his or her international student and discuss topics of common interest to these two groups. In doing so, the instructor has the opportunity to share useful information that benefits both students and teachers. Teachers who participate in group work projects can also give instruction to the other participants.
There are several reasons why it is important to teach students about various writing skills, including proofreading and editing as well as understanding the different cultural preferences.
When creating lessons for American writing, remember to keep the focus on what is learned in the lesson. Using a variety of methods of cross-examining the writer helps make sure that the lesson is complete. With the use of a variety of techniques and strategies, instructors can get more accomplished results from their classes. For example, some teachers will use surface error detection software in their classrooms to ensure that all the students are writing the same types of papers.
Many first-year writing students report that the instructors in their classrooms do not fully understand their needs and expectations. By taking the time to listen to each student, listening to how he or she is writing, and understanding his or her cultural preferences, first-year writers can find success in their classrooms. Instructors should encourage students’ personal interests while concurrently making it clear that their classroom writing efforts must be done in a coherent and orderly manner. A good instructor does more than simply read from a book or screen. He or she works with students to create an atmosphere that fosters writing growth.
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