Extended Abstract: International Graduate Students’ Experiences in Teaching and Learning Academic Writing in Engineering: The Case of a Genre Analysis Course

Abstract

As campuses across the United States see a rise in international graduate students, there are instances where they come together playing both student and instructor roles. In this paper, we present our case where we – the writing teacher and the Engineering student – collaborate to share our first-time experiences in one course using the genre analysis approach. The course provided structured opportunities to familiarize students with the disciplinary conventions, culminating in a discipline-based writing guide. As we reflect on our experiences, we draw implications for other practitioners interested in international graduate students learning to teach and write in the Engineering field.