In recent times, there has been an increase in the recognition of the complex cognitive and linguistic demands placed on doctoral students, especially those writing in a second language. Comprehending how these demands relate with disciplinary norms and writing models is vital for designing more effective instructional support and highlighting the implications of multilingual doctoral education. Thus, this study explores the application of Bereiter and Scardamalia's (1987) cognitive models of writing (i.e. knowledge telling and knowledge transforming) to two doctoral students from different disciplines: engineering and education. By examining their writing processes, textual outputs and writing strategies in composing their respective candidacy exam essays, this study investigates how disciplinary differences and multilingualism interrelate with these perspectives, revealing the cognitive and linguistic challenges faced by doctoral writers. The findings indicate substantial differences in writing strategies, text quality, and engagement with ideas, providing insights for educators and researchers in academic writing studies. Keywords: International students, ESL, Multilingual, second language literacy, source-based writing, higher education, candidacy exam, synthesizing, doctoral education, reading-writing connections DOI: 10.7176/JLLL/106-01 Publication date: June 30th 2025
Morayo Omosalewa Akinkugbe (Wed,) studied this question.