| This study examined students' writing experience at a large urban university through interviews with four graduating second language learners, and through journaling students' academic writing experiences. The researcher worked as a tutor during Winter Term at the Writing Place recording 66 pages of her work assisting students with their assignments. The original purpose of the study was to discover the relevance of narrative in students' writing. Because the data revealed little on narrative, the main focus became defining "academic discourse," as well as, explaining students' connection and resistance to their writing assignments. Insight into the type of instruction ESL and other students needed revealed little difference. The findings indicate a need for students to discover their own connection to their writing. Students need a connection to their assignment, to their instructor, to other students, and/or to themselves. One significant way for students to find this connection is to learn to negotiate with their instructor/grader. |
