Developing Multilingual Writing: Agency, Audience, Identity

Preface
Acknowledgments
About This Book
Contents
Abbreviations
Chapter 1: Introduction
	1.1 Purpose of the Book
	1.2 Theoretical Foundations
		1.2.1 Multicompetence to Translingualism
		1.2.2 Transfer
		1.2.3 Theories of Writing Development
	1.3 Focus on Agency, Audience, Identity
	1.4 Specific Goals
	1.5 Methodology
	1.6 Overview of Parts I, II, and III
	References
Part I: Development of Multilingual Writing
	Chapter 2: Evolving Writer Agency: Discourse Types
		2.1 This Study
		2.2 Japanese Novice and Returnee Writers
			2.2.1 Novice Writers: Exposition vs. Argumentation Across Languages
			2.2.2 Novice Group 1 vs. Returnees: Discourse Types and Overall Quality
		2.3 More Experienced Multilingual Writers
			2.3.1 Justification Subtypes: R, RC/R, RS
			2.3.2 Beyond Justification: Exploration-1 and Exploration-2
		2.4 Conclusion
		References
	Chapter 3: Connecting with the Audience: Metadiscourse
		3.1 This Study
		3.2 Paragraph Connectors in English and Japanese
		3.3 Clarifiers in English and Japanese
			3.3.1 Development of Clarifier Use
			3.3.2 Use of Exemplifiers
			3.3.3 Use of Reformulators
		3.4 Hedges and Boosters in English
			3.4.1 Overview of Developing Hedge and Booster Use
			3.4.2 Use of Hedges
			3.4.3 Use of Boosters
			3.4.4 Combining Hedges and Boosters
		3.5 Reader Engagement in English
		3.6 Interactive and Interactional Metadiscourse Working Together
		3.7 Conclusion
		References
	Chapter 4: Constructing Writer Identity: Self-Representation
		4.1 This Study
		4.2 English Pronoun Use
			4.2.1 How Much Personal Reference
			4.2.2 Roles for “I” and “We”
		4.3 Opinion Qualifiers in Japanese and English
			4.3.1 Distinctive Tendencies in Japanese
			4.3.2 Distinctive Tendencies in English
			4.3.3 Developmental Trends Across Languages
		4.4 Conclusion
		References
	Chapter 5: Developing Writer Identity: Voice Construction
		5.1 This Study
		5.2 Voice Across Groups
			5.2.1 Novice Writer’s English Essay
			5.2.2 Intermediate Writer’s English Essay
			5.2.3 Advanced Writer’s English Essay
		5.3 Voice Across Languages
			5.3.1 Intermediate Writer’s Voice in L1 and L2
			5.3.2 Advanced Writer’s Voice in L1 and L2
		5.4 Developing Voice and Writer Identity
			5.4.1 Developmental Trends
			5.4.2 Voice and Writer Identity Across Languages
		5.5 Conclusion: Our Model of Voice Construction
		References
Part II: Interconnectedness of Agency, Audience, Identity
	Chapter 6: Natsu’s Challenges: Text Construction and Identities
		6.1 This Study
		6.2 Natsu’s Personal History
		6.3 Constructing Text in L1, L2, L3
			6.3.1 Reusing Shared Features Across Languages
			6.3.2 Reshaping Features in L1 and L3 Writing
		6.4 Natsu’s Struggles with Micro-Level Composing
			6.4.1 Interactions Between Languages
			6.4.2 Writing Style and Reformulating Strategies
		6.5 Conclusion
			6.5.1 Motivation, Goals, and Autobiographical Self
			6.5.2 Multilingual Writer’s Text Construction
		References
	Chapter 7: L1/L2/L3 Writers’ Advantages: Text and Process
		7.1 This Study
		7.2 Writers’ Text Construction Strategies
			7.2.1 Common and Distinctive Strategies Across Languages
			7.2.2 Individual Writer Strategies
		7.3 Composing Processes
			7.3.1 Common Composing Strategies
			7.3.2 Individual Writers’ Distinctive Processes
		7.4 Conclusion
			7.4.1 Multilingual Writers’ Advantages
			7.4.2 Relationship Between Text Features and Composing Processes
		References
	Chapter 8: Multilingual Scholars: Audience and Expertise
		8.1 This Study
		8.2 Accommodating Different Language Audiences
			8.2.1 Kana’s L1 and L2 Writing
			8.2.2 Yurie’s L1 and L2 Writing
			8.2.3 Johanna’s Writer Identities Across Languages
		8.3 Interacting with Different Audiences
			8.3.1 Interactional Metadiscourse Categories
			8.3.2 Cross-Writer Comparison
			8.3.3 Interactional Metadiscourse in Research Articles
		8.4 Conclusion
			8.4.1 Adapting Text Features for Different Audiences
			8.4.2 Dynamic Developmental Paths
			8.4.3 Acquisition of Academic Writing Expertise
		References
	Chapter 9: Multilingual Artist and Poet: Unbounded Self-Expression
		9.1 This Study
		9.2 Acquiring a New Language
		9.3 Developing Innovative Style
			9.3.1 Haiku
			9.3.2 Art Poems
			9.3.3 Critical Writing
			9.3.4 Translation Work
		9.4 Why Choose English for Creative Writing?
		9.5 Audience and Writer Identity
		9.6 Conclusion
		References
Part III: Synthesis and Implications
	Chapter 10: Integration, Theoretical Perspectives, Pedagogical Applications
		10.1 Synthesis of the Findings
			10.1.1 Interrelations Among Agency, Audience, Identity
			10.1.2 Development of Writer Agency, Audience Awareness, Identities
			10.1.3 Dynamic Transfer and Translanguaging
			10.1.4 Voice/Identity Construction
		10.2 Implications for Future Research
			10.2.1 Research on Multilingual Writing Development
			10.2.2 Research on Dynamic Transfer
			10.2.3 Research on Voice Construction
			10.2.4 Research on Multilingual Writers’ Advantages
		10.3 Methodological Implications
		10.4 Replication of Our Studies with Other Languages
		10.5 Pedagogical Applications
			10.5.1 Raise Awareness of Agency, Audience, Writer Identity
			10.5.2 Encourage Translanguaging in Writing Process
			10.5.3 Teach Voice-Related Text Features
		10.6 Final Remarks
		References
Appendices
	Appendix 1. Description of writer groups for Part I cross-sectional studies
	Appendix 2. Basic statistics for essays by language and group
	Appendix 3. Frequency of discourse types and subtypes by experienced groups and language
	Appendix 4. English reader engagement subcategory use: Number of writers by group
	Appendix 5. Original Japanese introduction by Exp3-3 (Translated version shown in Chap. 5, Sect. 5.3.2)
	Appendix 6. Fluency measures at Stage 1 and Stage 2: Groups and Natsu (Chap. 6)
	Appendix 7. Writing time, essay length, and writing fluency (Wds/Chs/Min) for four writers (Chap. 7)
	Appendix 8. Composing activities identified in four writers’ TA data (Chap. 7)
Glossary
Index