Teaching for Transfer to First-Year L2 Writers

  • Wenqi Cui Indiana University of Pennsylvania, USA
Keywords: genre, genre-based pedagogic framework, L2 writers, writing transfer

Abstract

Previous studies have identified that genres and genre knowledge are not only pivotal for the development of writing expertise but also for facilitating writing-related transfer. However, little research concerns issues of teaching genres for writing transfer to first-year English as a second language (L2) writers at universities in the US. This article attempts to develop a genre-based pedagogic framework for L2 transfer teaching, aiming to help first-year L2 students address linguistic, rhetorical, and genre-bound challenges they confront and improve their writing expertise, as well as develop their ability of writing transfer across disciplines. The goals of this article are dual: (a) to address an existing gap in the literature and research on transfer, and (b) provide academic writing instructions for teaching first-year L2 writers at universities in the United States.

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Author Biography

Wenqi Cui, Indiana University of Pennsylvania, USA

WENQI CUI is a Ph.D. candidate in the English department at Indiana University of Pennsylvania. She is also a composition instructor and a writing center tutor at the University of Pennsylvania. Her work has appeared in Computers and Composition, Praxis: A Writing Center Journal, The Journal of English as an International Language, The Journal of Literature in Language Teaching, and The Journal of Multimodal Rhetorics. Her research interests entail writing transfer, digital rhetoric, multimodality, writing center research, and multilingual writers.

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Published
2019-11-15
How to Cite
Cui, W. (2019). Teaching for Transfer to First-Year L2 Writers. Journal of International Students, 9(4), 1115-1133. https://doi.org/10.32674/jis.v9i4.755
Section
Research Articles