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Analyzing The Writing Across Borders '

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Summary
The three- year documentary discussed in this article was directed by Wayne Robertson and funded by the Center for Writing and Learning, and the Writing Intensive Curriculum program of the Oregon State University. The purpose of the documentary is to aid writing assistants, faculty members, and other experts to work productively with global students in writing areas. The chief purpose of the documentary is to focus on the most noteworthy tasks global students face when writing for American based universities and colleges. In addressing the challenges, it raises the following queries:
1. Does culture play out in writing, if so, how are expectations molded by cultural preferences?
2. How are global students assessed when graded alongside …show more content…

The film's simple presentation, practical suggestions, multimodal format, and the inclusion of student voices make it exoteric to quite a wide audience. The website harmonizes the film with questions and potential answers, full transcript and film clips, which could be of use during faculty development, discussions "across borders" or tutor training. In the colloquium meeting, for example, personnel engaged in the ESL program combined efforts with those in composition and rhetoric with an aim to share experiences and questions. Due to the interactive, visual format and the film’s brief running time, which is half an hour, ‘Writing Across Borders’ sells itself as engaging, from interdepartmental discussions and professional development. In opening minutes, the editor reports that there are currently over 600,000 global students one in every twenty, in universities and …show more content…

In probably the single most helpful point of the film, Tony Silva suggests that international students may speak with an accent; therefore, their writing could be accented. Instructors, thereby, should not be put-off by insignificant slip-ups such as mistaken propositions and missing articles. Likewise, Deborah Healy cautions that handing all students the same is not treating everyone fairly. Instructors risk irking students when they fill their texts with amendments, hence discouraging them from taking

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