The Interplay of Voice, Identity, and Response Among Five EAL University Writers

To examine the interplay of identity and voice with response among undergraduate and graduate EAL writers, I developed four ethnographic case studies: interviewing student writers and their respondents, observing writer/reader interactions, and analyzing versions of earlier and final drafts. Carmen, the first participant, was a Mexican-American undergraduate completing a major in mathematics. The second participant, Harumi, came from Japan and was beginning a doctoral program in biophysics. Lucinda, the third participant, had immigrated from Mexico as a child and was applying to the College of Education as an undergraduate. The fourth participant, So Jin, from South Korea, was writing her dissertation when she joined this study. Within this emergent design, participants nominated writing tasks to discuss, allowing for examination of various texts including classroom assignments (Chapters 2 and 3), application essays (Chapter 4) and dissertation chapters (Chapter 5). By detailing complex negotiations of identity and response for EAL writers, this dissertation raises questions about how intermediary readers, including instructors, shape practices, and about the possible resources available to writers for interpreting responses to their work.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

English

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Buell, Marcia Zisserson

Contributors dc:contributor

• Prior, Paul

• Education, Higher

Language dc:language

eng

Identifier

(MiAaPQ)AAI3337709

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/81443