Composition going global: The 'Why?' and the 'How?' of Making/Negotiating Meaning in Writing with diverse audiences across languages and geographical boundaries.

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Bibliographic Details
Title:	Composition going global: The 'Why?' and the 'How?' of Making/Negotiating Meaning in Writing with diverse audiences across languages and geographical boundaries.
Authors:	Houston, Maria¹ ananym6@gmail.com
Source:	Writing & Pedagogy. 2019, Vol. 11 Issue 1, p81-100. 20p.
Subject Terms:	Study & teaching of language composition, Diversity in education, Multilingualism, Communicative competence, Peer review of students, Learning strategies, Writing
Abstract:	In response to current trends in Composition as well as the challenges of langauging and pedagogy in the global reality, this qualitative classroom-based action research study was designed to gain a better understanding of strategies, practices, and competences exhibited by students of various linguistic and cultural backgrounds when composing, reading, and responding to the narratives of their peers in a multilingual composition class. In a focused presentation of a single student case study, the manuscript conceptualizes 'effective' writing in global contexts, outlines successful strategies to gain the 'buy-in' from culturally and linguistically diverse audiences when composing transnationally and translingually. The study concludes by suggesting ways and strategies to transform 'traditional' peer response assignments to engage global rhetorics and transnational frameworks for the sake of all students and their success communicating across languages, rhetorics, borders, and modes. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	In response to current trends in Composition as well as the challenges of langauging and pedagogy in the global reality, this qualitative classroom-based action research study was designed to gain a better understanding of strategies, practices, and competences exhibited by students of various linguistic and cultural backgrounds when composing, reading, and responding to the narratives of their peers in a multilingual composition class. In a focused presentation of a single student case study, the manuscript conceptualizes 'effective' writing in global contexts, outlines successful strategies to gain the 'buy-in' from culturally and linguistically diverse audiences when composing transnationally and translingually. The study concludes by suggesting ways and strategies to transform 'traditional' peer response assignments to engage global rhetorics and transnational frameworks for the sake of all students and their success communicating across languages, rhetorics, borders, and modes. [ABSTRACT FROM AUTHOR]
ISSN:	17565839
DOI:	10.1558/wap.35191