Composition going global

Maria Houston

doi:10.1558/wap.35191

Writing and Pedagogy Jun 2019

Composition going global

Maria Houston Notre Dame College

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 multi- lingual 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.

Journal: Writing and Pedagogy
Published: 2019-06-20
DOI: 10.1558/wap.35191
CompPile: Search in CompPile ↗
Open Access: Closed
Topics: writing pedagogy revision qualitative research editorial matter
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Composition going global

Abstract

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