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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| Title: | 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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| 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] |
| 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.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 138791381 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Composition going global: The 'Why?' and the 'How?' of Making/Negotiating Meaning in Writing with diverse audiences across languages and geographical boundaries. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Houston%2C+Maria%22">Houston, Maria</searchLink><relatesTo>1</relatesTo><i> ananym6@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Writing+%26+Pedagogy%22">Writing & Pedagogy</searchLink>. 2019, Vol. 11 Issue 1, p81-100. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Study+%26+teaching+of+language+composition%22">Study & teaching of language composition</searchLink><br />*<searchLink fieldCode="DE" term="%22Diversity+in+education%22">Diversity in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br />*<searchLink fieldCode="DE" term="%22Communicative+competence%22">Communicative competence</searchLink><br />*<searchLink fieldCode="DE" term="%22Peer+review+of+students%22">Peer review of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Writing%22">Writing</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=138791381 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1558/wap.35191 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 81 Subjects: – SubjectFull: Study & teaching of language composition Type: general – SubjectFull: Diversity in education Type: general – SubjectFull: Multilingualism Type: general – SubjectFull: Communicative competence Type: general – SubjectFull: Peer review of students Type: general – SubjectFull: Learning strategies Type: general – SubjectFull: Writing Type: general Titles: – TitleFull: Composition going global: The 'Why?' and the 'How?' of Making/Negotiating Meaning in Writing with diverse audiences across languages and geographical boundaries. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Houston, Maria IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 17565839 Numbering: – Type: volume Value: 11 – Type: issue Value: 1 Titles: – TitleFull: Writing & Pedagogy Type: main |
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