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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| Language: | English |
| Authors: | Qianqian Zhang-Wu, Alison Stephens, Neal Lerner |
| Source: | Composition Studies. 2023 51(2):20-41. |
| Availability: | Composition Studies. Available from: English Department, UMass Boston. 100 William T. Morrissey Blvd, Boston, MA 02125; e-mail: compstudiesjournal@gmail.com; Web site: https://compstudiesjournal.com/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Multilingualism, Writing Instruction, Writing Assignments, Student Attitudes, Writing (Composition), Writing Across the Curriculum, Skill Development, Emotional Experience, Self Concept, Metacognition, Writing Processes, Writing Evaluation |
| ISSN: | 1534-9322 1542-5894 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1410287 |
| Database: | ERIC |
| 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. |
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| ISSN: | 1534-9322 1542-5894 |
