Survey of Academic Writing Tasks Required of Graduate and Undergraduate Foreign Students. [Report No.: ETS-RR-83-18; [Report No.: TOEFL-RR-15

Autor/inn/en	Bridgeman, Brent; Carlson, Sybil
Institution	Educational Testing Service, Princeton, NJ.
Titel	Survey of Academic Writing Tasks Required of Graduate and Undergraduate Foreign Students. [Report No.: ETS-RR-83-18; [Report No.: TOEFL-RR-15
Quelle	(1983), (114 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Admission Criteria; College Faculty; Communicative Competence (Languages); Foreign Students; Graduate Students; Grammatical Acceptability; Higher Education; School Surveys; Undergraduate Students; Writing Evaluation; Writing Skills + Suchen Sie Ihr Suchwort? Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Fakultät; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Writing skill; Schreibfertigkeit
Abstract	Designed to define the academic writing skills required of beginning undergraduate and graduate students, a survey of needed academic writing skills was completed by faculty in 190 academic departments at 34 American and Canadian universities with high foreign student enrollments. At the graduate level, six academic disciplines with relatively high numbers of non-native students were surveyed: business management, civil and electrical engineering, psychology, chemistry, and computer science. Undergraduate English departments were chosen to document the skills needed by undergraduate students. The faculty members surveyed appear to view the written communicative competencies of their students predominantly from the perspective of sociolinguistic competence, placing considerably less emphasis on grammatical competence. Although some important common elements among the different departments were reported, the survey data distinctly indicate that different disciplines do not uniformly agree on the writing task demands and on a single preferred mode of discourse for evaluating entering undergraduate and graduate students. (Author/PN)
Anmerkungen	Educational Testing Service, Research Publication, Room 226, Princeton, NJ 08541.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01