Author

Zhenjie Weng

Date of Award

Spring 5-2016

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

English

First Advisor

Gloria Park, Ph.D.

Second Advisor

Ben Rafoth, Ed.D.

Third Advisor

Bryna Siegel Finer, Ph.D.

Abstract

With increased multilingual international students in the U.S. higher education system and the conspicuous oversight of their needs in classrooms when writing across curricula, this study endeavors to explore the affordances and challenges the students encountered while writing in disparate disciplines. With recourse to semi-structured interviews as the main data source and completed written documents as complementary, this study brings each individual participant’s experiences, perceptions, and voices to the fore. Through disclosing their experiences in writing, the researcher intends to enrich the literature in Writing across the Curriculum (WAC) by taking multilingual international students into consideration, to buttress the continuous effort to implement WAC in more majors at the particular university, and also to suggest a possible revolution of WAC through the collaboration with Second Language Writing experts. Implications for content course instructors are given in terms of how to provide instructions and feedback with a salient diversity in class.

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