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As universities internationalize, such exams may fail to represent the literacy demands of a globalizing world. Using experiences from eight international students, results show shortcomings in participation opportunities, belonging, and respect for students’ knowledge. The article recommends redesigning WPEs around the ability to negotiate a rhetorical situation.",{"@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/writing-proficiency-exams-and-the-internationalization-of-us-higher-education/597950/",{"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/writing-proficiency-exams-and-the-internationalization-of-us-higher-education/597950.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","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},"What writing proficiency construct do U.S. WPEs typically use?","Question",{"text":112,"@type":113},"WPEs often use a writing proficiency construct based on U.S. English and essay-text literacy.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What did the study find about the WPE’s impact on international students?",{"text":117,"@type":113},"The exam did not always provide opportunities for participation, a sense of belonging, or respect for students’ knowledge.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article suggest redesigning WPEs?",{"text":121,"@type":113},"It recommends basing the construct on students’ ability to negotiate a rhetorical situation rather than privileging the linguistic form of one social group.","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},597950,1792171267,{"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":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","JENNIFER A. MOTT-SMITH  \nTowson University, Maryland  \nWriting Proficiency Exams and the  \nInternationalization of U.S. Higher Education  \nIn the U.S., writing proficiency exams (WPEs) often employ a construct of writing proficiency that is based on U.S. English and essay-text literacy. As universities internationalize, they should reconsider whether such exams reflect the literacy requirements of a globalizing world. Since the ways in which universities respond to international students reflect their commitments to internationalization, this article presents the experiences of 8 international students taking a WPE. Results show that the exam did not always promote opportunities for participation, a sense of belonging, or respect for student knowledge, factors known to promote international student success. Concrete suggestions are made for redesigning WPEs such that the writing proficiency construct is based on the ability to negotiate a rhetorical situation. Doing so would bean important symbolic shift away from privileging the linguistic form of one social group, and it would benefit U.S. monolingual students and faculty as well as international students.  \nIt is well accepted that changes in the global economy are bringing about  \nfundamental changes to institutions of higher education. This process of  \nchange, or internationalization, involves many aspects of institutions, including the mission, organizational culture, curriculum, and pedagogy. According to Bartell (2003),“The clarion call for internationalization” has been sounded in the US (p. 49) . However, Bartell also noted that U.S. universities have not been entirely responsive to the call.  \nAssessment is an important aspect of higher education affected by internationalization. However, little research has been done in this area. To fill this gap, this article focuses on assessment, in particular a writing proficiency exam (WPE), and its relation to internationalization. The study is particularly relevant because WPEs are a common graduation requirement in the US (MottSmith, 2006) .  \nThe ways in which universities respond to international students reflect their commitments to internationalization. Thus, this study focuses on the experiences of 8 international students with a WPE in order to assess how far the university has come in its internationalization process. The discussion of the  \n214 • The CATESOL Journal 23.1 • 2011/2012  \nresults is structured around three principles for success that were identified by international students interviewed by Ryan and Viete (2009) . These principles are opportunities for participation, a sense of belonging, and a respect for their knowledge. Together, the principles describe a way of being in the institution that is central; when students cannot fully participate, do not feel that they belong, or sense that their knowledge is not respected, this may reflect a shortcoming in the internationalization process.  \nLocal Constituencies, English Varieties, and Language Ideology  \nAccording to Turner and Robson (2008), universities often have local or national missions, and these missions need to be revisited to accommodate a process of internationalization. They explained:  \nIn the past HEIs [Higher Education Institutions] have embodied the social and intellectual spirit of a particular nation state and to a large extent the processes and products of HE have been defined within national contextsand shaped according to local need and utility. Now, however, fundamental questions of a practical as well as intellectual nature confront HEIsabout the relevance and contribution of their activities in both local and international fora (AUT/DEA, 1999; McKenzie et al., 2003; Gabb, 2006) .(Turner & Robson, 2008, p. 41)  \nAn examination of the vision statement of the university in this study revealed commitments to both international and local constituencies. The statement, which appears in the university catalog, contains the following co","cbCaib48oQxw62wV","https://ap.wps.com/l/cbCaib48oQxw62wV","pdf",577609,"English","# Writing Proficiency Exams and Internationalization\n## Assessment and the Writing Proficiency Exam (WPE)\n## Local Constituencies, English Varieties, and Language Ideology","[{\"question\":\"What writing proficiency construct do U.S. WPEs typically use?\",\"answer\":\"WPEs often use a writing proficiency construct based on U.S. English and essay-text literacy.\"},{\"question\":\"What did the study find about the WPE’s impact on international students?\",\"answer\":\"The exam did not always provide opportunities for participation, a sense of belonging, or respect for students’ knowledge.\"},{\"question\":\"How does the article suggest redesigning WPEs?\",\"answer\":\"It recommends basing the construct on students’ ability to negotiate a rhetorical situation rather than privileging the linguistic form of one social group.\"}]","Writing Proficiency Exams and the Internationalization of U.S. Higher Education | PDF",1792086011,48]