Writing class as an activity system

Master’s theses as social texts

Authors

DOI:

https://doi.org/10.32674/4mx39172

Keywords:

cultural-historical activity theory (CHAT); activity system; international master’s students; thesis writing

Abstract

Learning to write in a classroom setting also needs to be examined in relation to different elements surrounding the writing class. Following Cultural-historical activity theory (CHAT), this study examined a thesis writing class for international master’s students in a TESOL program in the U.S. Findings indicate that the diverse mediating tools, such as the shared home language and specialized digital software, empowered students to bridge gaps in their existing knowledge. Framing academic integrity as a rule rather than a punitive measure encouraged students to adopt strategies that improved the quality of their work. The system’s division of labor provided emotional support and fostered a sense of community, which was essential for the successful completion of the capstone project. Ultimately, an activity system approach transforms the daunting task of thesis writing from an isolated cognitive struggle into a supported, collective endeavor, making an individually owned capstone work a social text. 

Author Biographies

  • Fangzhi He, Davidson College, USA

    Fangzhi He, PhD, is Assistant Professor of the Practice at Davidson College. Her research focuses on academic writing and identity development, particularly for multilingual writers. Her scholarly work explores how cultural and social identities influence literacy practices, with publications in both English and Chinese addressing topics such as academic writing, pedagogy, and intercultural competence. At Davidson, she leverages her global background to help students navigate the linguistic and cultural complexities of higher education, ensuring that they grow as academic writers while maintaining their unique voices. 

  • Yanhong Zuo, Fashion Institute of Technology, SUNY, USA

    Yanhong Zuo, PhD, is Assistant Professor at the Fashion Institute of Technology (FIT), SUNY. Her research focuses on academic writing, digital multimodal composing, and pedagogical approaches to teaching English to students who use English as an additional language. Drawing on her background in writing studies and applied linguistics, her work examines how multilingual writers negotiate identity, meaning, and rhetorical choices across digital and academic contexts. She is particularly interested in inclusive, practice-oriented writing pedagogy and the integration of emerging technologies, including AI, to support diverse student populations in higher education.

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Published

2026-08-19

Issue

Vol. 16 No. 18 (2026): Journal of International Students

Section

Research Articles (English, regular edition)

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Copyright (c) 2026 Fangzhi He, Yanhong Zuo

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This work is licensed under a Creative Commons Attribution 4.0 International License.

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How to Cite

He, F., & Zuo, Y. (2026). Writing class as an activity system: Master’s theses as social texts. Journal of International Students, 16(18), 49-70. https://doi.org/10.32674/4mx39172