ABSTRACT
This chapter aims to develops a few key perspectives about writing support for international graduate students, focusing on the big-picture issues in the findings of the research. It begins by exploring what “learning to write” looked like from the perspectives of international students, especially while they were adjusting to a new education system in a new society and culture. The chapter discusses broader themes generated from the analysis of the full data set involving interviews with a variety of professionals. The issue of language proficiency, while being one of the most common topics of research and pedagogy alike, needs a thorough rethinking in the case of international students. International graduate students’ learning to write involves learning composition skills, or rhetorical skills for communicating with new audiences in a new academic culture and in a new society.
