[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597874-105":59,"doc-detail-597874-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","beyond-first-year-composition-academic-english-instructional-support-for-international-transfer-students","Beyond First-Year Composition - Academic English Instructional Support for International Transfer Students","","Explains how a four-year university developed and implemented an upper-division academic writing course to support international transfer students whose first language is not English. Summarizes the proposal process, including consultations to secure funding, identify the target population, and define course objectives. Describes course implementation using syllabi, student profiles, and evaluation feedback, highlighting what students found most helpful and challenging. Concludes with recommendations for further specialized course development.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/beyond-first-year-composition-academic-english-instructional-support-for-international-transfer-students/597874/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/beyond-first-year-composition-academic-english-instructional-support-for-international-transfer-students/597874.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do international transfer students need additional academic English support at the upper-division level?","Question",{"text":112,"@type":113},"Because, unlike freshmen, their readiness is often assumed to be met through completion of transferable English courses in lower-division programs. Yet systemwide concerns indicate many are underprepared for the reading, writing, and oral demands of upper-division coursework.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the writing course for international transfer students developed?",{"text":117,"@type":113},"The development process started with a proposal stage involving consultations with administrators and faculty to obtain funding, define the target population, and set course objectives.",{"name":119,"@type":110,"acceptedAnswer":120},"What information does the article use to describe course implementation and outcomes?",{"text":121,"@type":113},"It uses course syllabi, student profiles, course evaluation feedback, and writing portfolio introductions, focusing on students’ perceptions of what was most helpful and most challenging.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597874,1792192622,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Beyond First-Year Composition: Academic English Instructional Support for International Transfer Students  \nWhile many US colleges and universities offer specialized writing courses for multilingual students entering as freshmen, including international students, there is typically little instructional support for the academic English needs of international transfer students. This article describes the development and implementation of a writing course at a four-year university intended for upperdivision multilingual transfer students, with focus on international students. Starting with the proposal stage, it summarizes consultations with administrators and faculty to procure funding, identify a target population, and seek input for defining course objectives. Description of course implementation includes syllabi, student profiles, and student feedback from course evaluations and writing portfolio introductions on the most helpful and most challenging aspects of the course. Student feedback offers suggestions for writing instruction in lower-division courses. In conclusion, this article recommends further development of specialized writing courses for upper-division international multilingual writers.  \nAs in higher education institutions throughout the US, the  \nUniversity of California (UC) system during the last decade has experienced a tremendous increase in international undergraduate students. Many of these students enter as freshmen at UC campuses; however, in addition, large numbers of international students enrolled in UC undergraduate programs have transferred to UCs after completing their first two years of college work at two-year community colleges. At the beginning of the 2014-2015 academic  \nThe CATESOL Journal 27.2 • 2015 • 33  \nyear, UC campuses welcomed more than 2,000 international transfer students whose first language was other than English, approximately 12% of the total transfer population of 17,021 students.1  \nEntering international freshmen, like all freshmen, are required to fulfill the University of California’s Entry Level Writing Requirement through one of several writing assessment measures, including its own Analytical Placement Writing Exam as well as standardized tests, or through course work either in UC writing programs or programs for multilingual students. In contrast to this system of assessing the readiness of freshmen for university-level writing, the readiness of transfer students for upper-division work, regardless of home language, is generally considered met by their successful completion of transferable English courses from the institutions they attended for lower-division course work. As a result, aside from campus tutorial programs, scant academic English support exists for multilingual writers at the upper-division level.  \nThe need for English language support for transfer students whose first language is other than English has long been a concern of the UC systemwide English for Multilingual Students (formerly English as a Second Language) Advisory Group. Members of the EMS Advisory Group, a subcommittee of the UC Committee on Preparatory Education (UCOPE), include administrators and instructors from writing programs and programs for multilingual students on the nine UC campuses that have undergraduate programs.2 In a data-based report, ESL Transfer Student Issues, approved by UCOPE in 2008 and sent to the UC Academic Senate, the ESL Advisory Committee stated that many ESL transfer students, despite their successful completion of lower-division courses, are, “upon entering the UC system,… often underprepared for the rigorous reading, writing and oral communication demands of upper-division courses”(p. 1) . The report urged each campus to investigate the needs of ESL transfer students for English language support and to develop campus plans to address these needs.  \nWhile the recommendations of the 2008 ESL Transfer Student Issues report were endorsed by the UC Academic Senate,","cbCait5XlSGgLwpK","https://ap.wps.com/l/cbCait5XlSGgLwpK","pdf",678661,22,"English","# Background: Transfer Students’ Writing Needs\n## Admissions and placement differences\n## Systemwide concerns and prior recommendations\n# Course Development and Implementation\n## Proposal for an economics-focused track\n## Campus conversations and objectives\n# Course Components and Evaluation Insights\n## Syllabi and student profiles\n## Student feedback and writing portfolio reflections\n# Conclusion and Future Recommendations\n## Need for further specialized upper-division courses","[{\"question\":\"Why do international transfer students need additional academic English support at the upper-division level?\",\"answer\":\"Because, unlike freshmen, their readiness is often assumed to be met through completion of transferable English courses in lower-division programs. Yet systemwide concerns indicate many are underprepared for the reading, writing, and oral demands of upper-division coursework.\"},{\"question\":\"How was the writing course for international transfer students developed?\",\"answer\":\"The development process started with a proposal stage involving consultations with administrators and faculty to obtain funding, define the target population, and set course objectives.\"},{\"question\":\"What information does the article use to describe course implementation and outcomes?\",\"answer\":\"It uses course syllabi, student profiles, course evaluation feedback, and writing portfolio introductions, focusing on students’ perceptions of what was most helpful and most challenging.\"}]","Beyond First-Year Composition - Academic English Instructional Support for International Transfer Students | PDF",1792085867,55]