This project provides a writing guidebook for first-year university level English as a Second Language (ESL) students and teachers. Most ESL students have difficulties in academic English writing, especially first-year university ESL students. Due to the differences in linguistic and education backgrounds, first-year university level ESL students desire a writing guidebook that is appropriate for them; ESL teachers should be provided with professional teaching methods and materials in delivering lectures too. By applying Schema Theory and Stephen D. Krashen’s Monitor Model, strategies for students and teachers are professionally designed in this guidebook.
In order to help ESL students better their command of basic writing skills, systematic writing topics are applied within the book. Writing exercises, a self-checklist, and a self-reflection form are the supplemental materials that can be useful in improving students’ writing skills. ESL teachers can benefit from this book by learning various teaching strategies. This guidebook should be used in an ESL university ESL classroom to enhance student academic writing performance.
","abstract_html":"<p>This project provides a writing guidebook for first-year university level English as a Second Language (ESL) students and teachers. Most ESL students have difficulties in academic English writing, especially first-year university ESL students. Due to the differences in linguistic and education backgrounds, first-year university level ESL students desire a writing guidebook that is appropriate for them; ESL teachers should be provided with professional teaching methods and materials in delivering lectures too. By applying Schema Theory and Stephen D. Krashen’s Monitor Model, strategies for students and teachers are professionally designed in this guidebook.</p> <p>In order to help ESL students better their command of basic writing skills, systematic writing topics are applied within the book. Writing exercises, a self-checklist, and a self-reflection form are the supplemental materials that can be useful in improving students’ writing skills. ESL teachers can benefit from this book by learning various teaching strategies. This guidebook should be used in an ESL university ESL classroom to enhance student academic writing performance.</p>","abstract_has_math":false,"creators":["Wei, Mengjie"],"institution":null,"degree_name":"Master of Arts in Teaching English to Speakers of Other Languages (TESOL)","degree_level":"Project/Capstone - Global access","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Luz Navarrette García"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-05-18T07:00:00Z","date_published":"2017-05-18T07:00:00Z","updated_at":"2026-07-24T05:43:52Z","subjects":["ESL; First-Year University Students; Essay Writing Skills","Bilingual, Multilingual, and Multicultural Education","Language and Literacy Education","Secondary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/capstone/536","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Luz Navarrette García"]},{"key":"dc:creator","label":"Author","values":["Wei, Mengjie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-05-14T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Project/Capstone - Global access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in Teaching English to Speakers of Other Languages (TESOL)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ESL; First-Year University Students; Essay Writing Skills","Bilingual, Multilingual, and Multicultural Education","Language and Literacy Education","Secondary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/capstone/536"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This project provides a writing guidebook for first-year university level English as a Second Language (ESL) students and teachers. Most ESL students have difficulties in academic English writing, especially first-year university ESL students. Due to the differences in linguistic and education backgrounds, first-year university level ESL students desire a writing guidebook that is appropriate for them; ESL teachers should be provided with professional teaching methods and materials in delivering lectures too. By applying Schema Theory and Stephen D. Krashen’s Monitor Model, strategies for students and teachers are professionally designed in this guidebook.
In order to help ESL students better their command of basic writing skills, systematic writing topics are applied within the book. Writing exercises, a self-checklist, and a self-reflection form are the supplemental materials that can be useful in improving students’ writing skills. ESL teachers can benefit from this book by learning various teaching strategies. This guidebook should be used in an ESL university ESL classroom to enhance student academic writing performance.
"]},{"key":"dc:title","label":"Title","values":["Strategies for First-Year University ESL Students to Improve Essay Writing Skills"]}]}],"canonical_facts":{"dc:contributor":["Luz Navarrette García"],"dc:creator":["Wei, Mengjie"],"dc:date.available":["2017-05-14T07:00:00Z"],"dc:description.abstract":["This project provides a writing guidebook for first-year university level English as a Second Language (ESL) students and teachers. Most ESL students have difficulties in academic English writing, especially first-year university ESL students. Due to the differences in linguistic and education backgrounds, first-year university level ESL students desire a writing guidebook that is appropriate for them; ESL teachers should be provided with professional teaching methods and materials in delivering lectures too. By applying Schema Theory and Stephen D. Krashen’s Monitor Model, strategies for students and teachers are professionally designed in this guidebook.
In order to help ESL students better their command of basic writing skills, systematic writing topics are applied within the book. Writing exercises, a self-checklist, and a self-reflection form are the supplemental materials that can be useful in improving students’ writing skills. ESL teachers can benefit from this book by learning various teaching strategies. This guidebook should be used in an ESL university ESL classroom to enhance student academic writing performance.
"],"dc:identifier":["https://repository.usfca.edu/capstone/536"],"dc:subject":["ESL; First-Year University Students; Essay Writing Skills","Bilingual, Multilingual, and Multicultural Education","Language and Literacy Education","Secondary Education"],"dc:title":["Strategies for First-Year University ESL Students to Improve Essay Writing Skills"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Project/Capstone - Global access"],"thesis:degree_name":["Master of Arts in Teaching English to Speakers of Other Languages (TESOL)"]},"updated_at":"2026-07-24T05:43:52Z"}