Meaningful Writing Projects Among Multilingual Undergraduate Writers: Personal, Practical and Developmental.
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| Title: | Meaningful Writing Projects Among Multilingual Undergraduate Writers: Personal, Practical and Developmental. |
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| 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] |
| Copyright of Composition Studies is the property of Composition Studies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 174927206 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Meaningful Writing Projects Among Multilingual Undergraduate Writers: Personal, Practical and Developmental. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Qianqian+Zhang-Wu%22">Qianqian Zhang-Wu</searchLink><br /><searchLink fieldCode="AR" term="%22Stephens%2C+Alison%22">Stephens, Alison</searchLink><br /><searchLink fieldCode="AR" term="%22Lerner%2C+Neal%22">Lerner, Neal</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Composition+Studies%22">Composition Studies</searchLink>. Fall2023, Vol. 51 Issue 2, p20-41. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br />*<searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Composition Studies is the property of Composition Studies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=174927206 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 20 Subjects: – SubjectFull: Undergraduates Type: general – SubjectFull: Multilingualism Type: general – SubjectFull: Curriculum Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Teaching Type: general Titles: – TitleFull: Meaningful Writing Projects Among Multilingual Undergraduate Writers: Personal, Practical and Developmental. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Qianqian Zhang-Wu – PersonEntity: Name: NameFull: Stephens, Alison – PersonEntity: Name: NameFull: Lerner, Neal IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Fall2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 15349322 Numbering: – Type: volume Value: 51 – Type: issue Value: 2 Titles: – TitleFull: Composition Studies Type: main |
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