How are we helping our second language writers improve their writing? The case of English 101C and English 150 at Iowa State University

The growth of the international student population in higher education continues to rise. Because of this, traditionally L1 English courses have a growth of second language (L2) writers. This thesis explores the ways in which L2 writers at Iowa State University believe that English 101C (an English as a Second Language course) and English 150 (a first-year composition course) are helping them become better writers. Findings indicate that: students were unsure of the reasons they were placed into English 101C; there is a need for explicit and clear examples in English 101C; students believe the two programs should help students better transition from ESL to FYC courses; and these courses overall provide a foundation for introducing students to of academic writing. Implications from the study suggest a need for the ESL and the first-year composition programs to collaborate and for the ESL program to conduct longitudinal studies that track L2 writers' achievements.