The CATESOL Journal

University of California (UC) campuses have recently experienced a dramatic increase in the number of international degreeseeking undergraduate students. This article presents results of a UC-wide survey conducted to understand the perceptions of developmental and 1st-year composition instructors about these demographic changes and to help design professional development for these instructors as they aim to better support international student writers. Results suggest the need not only for inservice training but also for advocacy by UC writing programs within the UC system in general as well as local contexts, specifically regarding placement issues, course offerings, and teacher qualifications.