Bibliographic Details
| Title: |
Meaningful Writing Projects Among Multilingual Undergraduate Writers: Personal, Practical and Developmental. |
| Authors: |
Qianqian Zhang-Wu, Stephens, Alison, Lerner, Neal |
| Source: |
Composition Studies. Fall2023, Vol. 51 Issue 2, p20-41. 22p. |
| Subject Terms: |
*Undergraduates, *Multilingualism, *Curriculum, *Qualitative research, *Teaching |
| Abstract: |
Our research explores the meaningful writing experiences of 325 undergraduate students who self-identify as multilingual. Through qualitative coding of open-ended survey data, we found that respondents considered their writing meaningful when it allowed them to make personal and relevant connections and learn new skills and strategies. Our findings are aligned with the results of The Meaningful Writing Project, suggesting that the ways all students find their writing meaningful are interwoven with their identities, histories, and aspirations. After presenting our analysis of multilingual students' responses, we posit several conditions for teaching writing across the curriculum that allow complex, mobile language users to exercise their personal, social, and linguistic resources and have the opportunities for meaningful writing experiences. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
