View in EDS PDF Full Text

Meaningful Writing Projects among Multilingual Undergraduate Writers: Personal, Practical and Developmental

Saved in:
Bibliographic Details
Title: Meaningful Writing Projects among Multilingual Undergraduate Writers: Personal, Practical and Developmental
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
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwF1n0V8amHdsdrTWtKTtT3WAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDOKFGY6e_8ycQSwd4AIBEICBmq9pFYB78pyw0biMxEqyQif115gStWoEmq5FL9fAZM4Pre-HKTq_xjxZjSTJcwLYS4OUAjU1357N8S4wo096rJaoNNUgo4M3WqS_DmM1tVsg2EnKzudfZ4klWJ9jE1M7-yQ4uQqm2KV1rDbrAs2fLmUifEvIFVYM-GKPay9xkb14uldV57OGJYAIrQN5LlinNnM2v9l8bN73nuk=
Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1410287
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1410287
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Meaningful Writing Projects among Multilingual Undergraduate Writers: Personal, Practical and Developmental
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Qianqian+Zhang-Wu%22">Qianqian Zhang-Wu</searchLink><br /><searchLink fieldCode="AR" term="%22Alison+Stephens%22">Alison Stephens</searchLink><br /><searchLink fieldCode="AR" term="%22Neal+Lerner%22">Neal Lerner</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Composition+Studies%22"><i>Composition Studies</i></searchLink>. 2023 51(2):20-41.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Assignments%22">Writing Assignments</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Across+the+Curriculum%22">Writing Across the Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Experience%22">Emotional Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Processes%22">Writing Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Evaluation%22">Writing Evaluation</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1534-9322<br />1542-5894
– 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1410287
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1410287
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 20
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Writing Assignments
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Writing (Composition)
        Type: general
      – SubjectFull: Writing Across the Curriculum
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Emotional Experience
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Writing Processes
        Type: general
      – SubjectFull: Writing Evaluation
        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: Alison Stephens
      – PersonEntity:
          Name:
            NameFull: Neal Lerner
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 1534-9322
            – Type: issn-electronic
              Value: 1542-5894
          Numbering:
            – Type: volume
              Value: 51
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Composition Studies
              Type: main
ResultId 1