ABSTRACT
The most significant tension was between students’ need for variety and flexibility of support and support programs’ need for structure and the limited resources they had. One important pragmatic starting point would be to figure out what to do about the other issues that international students face while learning writing skills, especially during the broader transition process. While the specialization in graduate writing support is emerging, it is timely and productive to encounter broader and complex questions that international graduate students often prompt us to ask. At the graduate level, the lack of curricular integration of literacy skills on the one hand and the wide-ranging applications of writing support on the other offer us many opportunities to use writing support as a means to help our institutions address broader challenges faced by graduate education.
