TOWARDS DEVELOPING ACADEMIC WRITING SUPPORT FOR GRADUATE STUDENTS: AN EMIC PERSPECTIVE OF POST GRADUATE ACADEMIC WRITING NEEDS AND EXPERIENCES AT UNIVERSITY OF BOTSWANA

Abstract

Post graduate students’ academic success depends on the quality of their writing. However, post graduate students often experience a range of difficulties in understanding the requirements of writing at this advanced level. Students at this level are expected to analyse, synthesise and create fresh connections and ideas. This study was designed to investigate the academic writing needs and challenges of post graduate students in an L2 context. A survey was conducted and 54 post graduate students, both at masters and doctoral level responded to a questionnaire. Semi structured Interviews were conducted with 5 supervisors and two focus group with students were held The findings indicate that integrating and documenting sources, logical development of ideas and arguments, writing appropriately for the audience and presenting an argument in a coherent manner were a challenge to most students.Additionally, the findings suggest the need to support graduate students as they make a transition from novice to expert members of their academic communities. The results have implications for developing an academic writing course specific for post graduate students