Understanding Multilingual Students' Composing Process of Synthesis Writing Through an L2 Reading-to-Write Lens

• In Event: Marriott Roundtable Session Seven
  In Roundtable Session: Multilingual and Multimodal Literacies Within and Beyond the Classroom (Table 5)

Abstract

This multiple case study investigated how three multilingual undergraduate students composed synthesis writing, examining their broader understanding of synthesis writing, their task representation of the multisource-based argumentative essay as well as their engagement in the reading side and the writing side. Data from various resources were collected (e.g., the participants’ writing samples, semi-structured interviews, stimulated recall protocols, reading-to-write logs) and analyzed using different models (Harris, 2017; Lenski & Johns, 1997; Solé et al., 2013; Stein,1990a) writerly moves categories, and Lenski and Johns’ (1997). The findings revealed that depending on their L2 literacy experience and proficiency levels, topic knowledge, personal goals, and so on the participants’ composing process showed different composing patterns: sequential, spiral, and recursive (Lenski & Johns, 1997).

Author

• Ju-A Hwang, University of Delaware
  Presenting Author