Abstract

The United States has always been the top choice of Taiwanese university students who want to study abroad.
Consequently, English writing is especially vital for doctoral dissertation; insufficient research deals with academic
writing of such students, despite its importance to their success. This paper aims to fill the gap by analyzing the
course syllabi as well as interviews with Ph.D. students at a university in New York State. Task analysis and verbal
reports of these students yielded significant insights that may contribute to more effective guidance for both
academic writing instructors and curriculum developers in Taiwan.

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