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ERIC Number: EJ930315
Record Type: Journal
Publication Date: 2011-Jan
Pages: 22
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-1533-242X
Social Media at Academia's Periphery: Studying Multilingual Developmental Writers' Facebook Composing Strategies
DePew, Kevin Eric
Reading Matrix: An International Online Journal, v11 n1 p54-75 Jan 2011
This article focuses on the writing strategies second-language students use to compose on social media sites. These alternative and unconventional sites for learning provide language learners opportunities to acquire language by using multiple modalities to respond to various rhetorical situations. In comparison to these sites, academic writing contexts, particularly the developmental-writing course, impose monolingual norms and deficient identities on students. Where these courses articulate these language learners as possessing inadequate skills to perform well in mainstream writing courses, the students' social-media compositions demonstrate that these students have the potential to respond to communicative situations in rhetorically complex ways. This study exemplifies both the deliberate and flippant decisions these students make in these contexts as they shuttle (Canagarajah, 2006) between the linguistic and cultural expectations they perceive their audiences to possess. (Contains 5 figures and 9 endnotes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Dominican Republic; India; United States