Introducing Writing Across the Curriculum into China

Challenges of Globalization and Successful Adaptation Strategies in Implementing a “Scientific Writing and Authoring” Course in China

“…In addition, Chinese universities provide little in terms of professional training about scientific writing, and thus, scientific writing skills of Chinese students are not satisfactory even by the standards of Chinese faculty. 45 When Chinese students go abroad for further education, the frequent writing assignments present one of their most serious challenges. Chinese students' average scores of the writing parts in TOEFL and GRE are both below average.…”

“…English writing courses aim to teach students to write grammatically correct and short (no more than 120 words) formulaic essays, and the topics are rarely about science; the topic, the content, and the structure of a scientific paper are totally different. In addition, Chinese universities provide little in terms of professional training about scientific writing, and thus, scientific writing skills of Chinese students are not satisfactory even by the standards of Chinese faculty . When Chinese students go abroad for further education, the frequent writing assignments present one of their most serious challenges.…”

Supporting Undergraduate Student Learning through Reflective Journal Writing in a Service-Learning Subject: An Interdisciplinary Collaborative Approach

“…That said, I believe my testimony is valuable in that it presents a snapshot of the situation "on the ground" in the world's biggest university system. All told, I agree with scholars like Dan Wu (2012), who find that Chinese educators are hungry for information about how to improve the learning experience of their students. The rise of high-quality educational scholarship by China mainland authors indicates that the Chinese have much to contribute to the conversation.…”

Toward a Transnational University: WAC/WID Across Borders of Language, Nation, and Discipline

“…(p. 139). Dan Wu (2013), in her doctoral dissertation (completed at Clemson University, the US), perhaps the most serious engagement with the American notions of WAC/WID in relation to the Chinese context to date, echoed Townsend's finding on a larger scale of Chinese tertiary education. Given the traditional fervor of Chinese higher education for learning from U.S. writing pedagogies (You, 2010), it may be somewhat surprising that the American WAC/WID has not taken root in the Chinese soil insofar as tertiary-level writing education is concerned.…”