ABSTRACT
This chapter focuses on theories of agency to discusses how international graduate students go about learning to write. It shows how writing support can and should facilitate international students’ process of learning to exercise their personal and epistemological agency through writing. The chapter explores gaps and challenges in mainstream support programs and practices. International students’ process of learning graduate-level writing skills is entangled with many other academic and nonacademic challenges. Writing programs have the expertise to address all graduate students’ needs for professional writing, broadly defined, and to further support international students with their additional challenges. Writing support for international graduate students was also most useful when it was flexible. For instance, writing centers that stretched available hours, as suggested by T. Phillips, or provided peer support and added online options served these students best.
