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Public Writing in a Second Language.

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Title: Public Writing in a Second Language.
Authors: Wang, Zhaozhe1 (AUTHOR) zhaozhe.wang@utoronto.ca
Source: Writing & Pedagogy. Dec2025, Vol. 16 Issue 2, p221-245. 25p.
Subject Terms: *Teaching methods, *Academic discourse, *English as a foreign language, *Effective teaching, *Rhetoric, Social change, Decolonization, Cultural assimilation
Abstract: This article makes a case for the importance of integrating public writing pedagogy in and beyond second language (L2) writing classrooms. Public writing is defined as a situated, distributed act of engaging public audiences through writing, with various semiotic resources and modalities, to make meaning, connect, and bring about social change. L2 writers practice public writing deliberately or unwittingly, for various personal or political purposes, and within various discursive contexts. However, such practices are underresearched, undertheorized, and underdiscussed in L2 writing classrooms, which could be partially ascribed to the disciplinary disposition of the field L2 writing and to the ethical concerns regarding cultural assimilation. The article begins by contextualizing the definitions of public writing in relation to L2 writing. It then explains why it is important to discuss public writing in an L2 writing classroom and consider public writing a legitimate L2 writing issue while acknowledging the pedagogical resistance. In particular, the article highlights the decolonial potential of practicing public writing in an L2. In the final section, the article offers pedagogical guidelines and a graphic framework concerning the "where" and "how" of teaching public writing in an L2. [ABSTRACT FROM AUTHOR]
Copyright of Writing & Pedagogy is the property of University of Toronto Press 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.)
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  Data: Public Writing in a Second Language.
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  Data: <searchLink fieldCode="AR" term="%22Wang%2C+Zhaozhe%22">Wang, Zhaozhe</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> zhaozhe.wang@utoronto.ca</i>
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  Data: <searchLink fieldCode="JN" term="%22Writing+%26+Pedagogy%22">Writing & Pedagogy</searchLink>. Dec2025, Vol. 16 Issue 2, p221-245. 25p.
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  Data: *<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+discourse%22">Academic discourse</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Rhetoric%22">Rhetoric</searchLink><br /><searchLink fieldCode="DE" term="%22Social+change%22">Social change</searchLink><br /><searchLink fieldCode="DE" term="%22Decolonization%22">Decolonization</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+assimilation%22">Cultural assimilation</searchLink>
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  Data: This article makes a case for the importance of integrating public writing pedagogy in and beyond second language (L2) writing classrooms. Public writing is defined as a situated, distributed act of engaging public audiences through writing, with various semiotic resources and modalities, to make meaning, connect, and bring about social change. L2 writers practice public writing deliberately or unwittingly, for various personal or political purposes, and within various discursive contexts. However, such practices are underresearched, undertheorized, and underdiscussed in L2 writing classrooms, which could be partially ascribed to the disciplinary disposition of the field L2 writing and to the ethical concerns regarding cultural assimilation. The article begins by contextualizing the definitions of public writing in relation to L2 writing. It then explains why it is important to discuss public writing in an L2 writing classroom and consider public writing a legitimate L2 writing issue while acknowledging the pedagogical resistance. In particular, the article highlights the decolonial potential of practicing public writing in an L2. In the final section, the article offers pedagogical guidelines and a graphic framework concerning the "where" and "how" of teaching public writing in an L2. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Writing & Pedagogy is the property of University of Toronto Press 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.)
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        Value: 10.3138/wap-2025-0024
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        Text: English
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      – SubjectFull: English as a foreign language
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      – SubjectFull: Rhetoric
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      – SubjectFull: Decolonization
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      – SubjectFull: Cultural assimilation
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              Text: Dec2025
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