This book explores roles that L2 writing specialists, IEP directors and instructors, writing center administrators, and others within writing studies might play in potential cross-campus dialogues on graduate student writing support. It includes a diverse chorus of voices on graduate writing support--both seasoned, well-known researchers in second language writing and composition studies and fresh new voices and perspectives.

Includes bibliographical references and index.

New frontiers in graduate writing support and program design / Steve Simpson, New Mexico Tech, U.S.A. -- Part 1. Graduate student writing support : what do we know? What do we need to know? -- Chapter 1. The state of graduate communication support : results of an international survey / Nigel A. Caplan, University of Delaware, U.S.A., Michelle Cox, Cornell University, U.S.A. -- Chapter 2. Uncovering challenges and pedagogical complications in dissertation writing and supervisory practices : a multimethod study of doctoral students and advisors / Paul M. Rogers, George Mason University, U.S.A., Terry Myers Zawacki, George Mason University, U.S.A., Sarah E. Baker, George Mason University, U.S.A.-- Chapter 3. More than language : graduate student writing as "disciplinary becoming" / Mary Jane Curry, University of Rochester, U.S.A.-- Chapter 4. What advisors need to know about about the invisible "real-life" struggles of doctoral dissertation writers / Christine Pearson Casanave, Temple University, Japan Campus -- Part 2. Issues in graduate program and curriculum design -- Chapter 5. Graduate pathway programs as sites for strategic, language-supported internationalization : four pedagogical innovations / Karyn E. Mallet, George Mason University, U.S.A., Jennifer Haan, University of Daytong, U.S.A., Anna Sophia Habib, George Mason University, U.S.A. --Chapter 6. Going beyond L2 graduate writing : redesigning an ESL program to meet the needs of both L2 and L1 graduate students / Katya Fairbanks, Caremont Graduate University, U.S.A., Shamini Dias, Claremont Graduate University, U.S.A. -- Chapter 7. Writing center support for graduate students : an integrated model / Talinn Phillips, Ohio University, U.S.A. -- Chapter 8. Leveraging development grants to create graduate writing support at three Hispanic-serving institutions / Steve Simpson, New Mexico Tech, U.S.A., Todd Ruecker, University of New Mexico, U.S.A., Denise Carrejo, The University of Texas at El Paso, U.S.A., Benjamin C. Flores, The University of Texas at El Paso, U.S.A., Henry C. Gonzalez, University of New Mexico, U.S.A. -- Chapter 9. Graduate writing instruction: a cautionary tale / Christine Jensen Sundstrom, University of Kansas, U.S.A. -- Part 3. Program profiles -- Chapter 10. A model of integration and engagement for International students in professional programs : the University of Delaware Graduate Cohort Program / Michael Fields, University of Delaware, U.S.A., Scott Stevens, University of Delaware, U.S.A., Sarah Cherian, University of Delaware, U.S.A., Karen Asenavage, University of Delaware, U.S.A .-- Chapter 11. Designing and building a graduate communication program at University of Toronto, Jame Freeman, University of Toronto, Canada .-- Chapter 12. Written and oral communication skills support for PhD. students at the University of New South Wales / Sue Starfield, University of New South Wales, Australia, Pamela Mort, University of New South Wales, Australia -- Chapter 13. Facilitating writing in the ension between the quasi-generic and the multidisciplinary: Chalmers University of Technology / Maguns Gustafson, Chambers University of Technology, Sweden, Andreas Erikson, Chambers University of Technology, Sweden, Anna Karlson, Gothenburg University, Sweden -- Chapter 14. Supporting graduate and professional communications : Yale University Language Programs, James Tierney, Yale University, U.S.A. -- Conclusion -- Essential questions for program and pedagogical development / Steve Simpson, New Mexico Tech, U.S.A.