Writing Required in Graduate Courses in Business Administration

Grace Canseco · Patricia Byrd

55 citations0/0 files storedTESOL Quarterly

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EFL/ESL Teaching and Learning Second Language Learning and Teaching Discourse Analysis in Language Studies

Abstract

The increasing proportion of graduate students to undergraduate students in ESL academic preparation programs in the United States suggests that more information is needed about language use in graduate courses. This article reports on the characteristics of writing assignments found in syllabuses for graduate courses in business. First, the types of writing assignments and the vocabulary used to label those assignments are analyzed and discussed. Second, the use of prompts to guide the writing of the assignments is examined. Finally, implications are suggested for ESL writing courses for nonnative speakers who are planning to enter (or already attending) U.S. graduate degree programs in business.

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1987The Learning Style Preferences of ESL Students 1971American Cultural Patterns: A Cross-Cultural Perspective 1988Initiating ESL Students into the Academic Discourse Community: How Far Should We Go?1986What Professors Actually Require: Academic Tasks for the ESL Classroom 2020Writing in Academic Settings: A Study of the Contexts for Writing in Two College Chemical Engineering Courses 1981Necessary English: A Faculty Survey 1986Content-Based Approaches to Teaching Academic Writing 1985Learning to Write in the Social Sciences

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1998Theme-Rheme patterns in L2 writing.1994Preparing and Implementing a Task-based ESL Curriculum in an EFL Setting: Implications for Theory and Practice 2006Assessing and reporting performances on pre-sessional EAP courses: Developing a final assessment checklist and investigating its validity 2019EFL postgraduate students’ learning needs on English-medium business programmes: An exploratory study 2022Exploring Undergraduate Disciplinary Writing: Expectations and Evidence in Psychology and Chemistry

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