ESOL students' coping strategies for academic writing at university (Paperback)

This qualitative study investigates the strategies that students from Asian language backgrounds use to cope with writing assignments in their academic fields at a New Zealand university. It also focuses on the perceived usefulness of the credit-bearing English Academic Writing course designed to accompany and support their first-year studies. Findings showed that in writing assignments for their other subject papers, the participating ESOL students resorted to faithful reproduction of texts as it rewarded them with better grades than writing in their own voice.