Sundre, Sharon K.2005-10-132005-10-132005-10-13https://hdl.handle.net/1805/404This short study of the writing assistance colleges and universities give international students provided sufficient information to warrant additional research. As expected, former students who returned to their countries of origin were less articulate than were those who pursued careers or enrolled in graduate school in the US. The oldest participant who remained in the US had the most developed language skills, while the oldest participant who returned to the country of origin had the least developed language skills. Participants who are current graduate students were more inclined to “think in English” than were former students who repatriated. The following brief summary reflects suggestions for improvement from study participants. In all cases, attention to individual concerns and feedback are essential to successful experience. International students who speak English as a second language recommended the following improvements: (a) voluntary, specialization-based mentoring partnerships and study groups; (b) institution-paid professional tutors, ESL interns, or graduate student assistants; (c) culturally aware advisors and faculty; (d) a mandated writing course based on department philosophy, and expectations for student goals, major papers, and journal articles; and (e) a staff person to assist with writing major papers.40308 bytesapplication/pdfen-USAdult EducationESLHigher EducationArticle