Some scholars have suggested that multilingual students may transfer the rhetorical knowledge acquired in DMC tasks to academic writing contexts (Hafner, 2014). However, little research has examined multilingual writers’ trajectory from DMC to academic writing tasks. To this date, evidence is lacking to substantiate the claim that DMC can serve “as a bridge to the subsequent academic writing task” (Hafner, 2014, p. 681). This study investigates learning transfer across these two types of tasks. The findings will make a significant contribution to the field by shedding light on how multilingual writers apply knowledge from DMC to academic writing tasks.
This presentation describes the transformation of a Writing Program into an ecology of first-year writing by expanding Directed Self-Placement to multilingual writers. This provides students agency in choosing their course environment (topical, foundational, or designed for multilingual writers), improved motivation and brought student voices to the forefront of our pedagogy.
This presentation connects Robert B. Kaplan’s (1972) articulation of the “Rhetoric Matrix” to his earlier articulation of Contrastive Rhetoric (“CR”) and to alternative conceptions of “rhetoric” in second language writing. It argues that the Rhetoric Matrix reinforces CR’s ultimately limited and exclusively textual definition of rhetoric but also suggests a wider scope for L2 students’ possible rhetorical invention.
The purpose of this study is to explore beliefs of Thai teachers regarding their writing assessment practices. Through mixed-method approach, 70 responses were received in the survey and 22 interviews were conducted. The results indicated the majority of Thai instructors were not prepared or felt confident to assess students’ writing.
