LEADER 05749nam 22006615 450 001 9910672439703321 005 20231211174910.0 010 $a3-031-12045-0 024 7 $a10.1007/978-3-031-12045-9 035 $a(MiAaPQ)EBC7202762 035 $a(Au-PeEL)EBL7202762 035 $a(CKB)26154725600041 035 $a(DE-He213)978-3-031-12045-9 035 $a(EXLCZ)9926154725600041 100 $a20230214d2023 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aDeveloping Multilingual Writing $eAgency, Audience, Identity /$fby Hiroe Kobayashi, Carol Rinnert 205 $a1st ed. 2023. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2023. 215 $a1 online resource (365 pages) 225 1 $aMultilingual Education,$x2213-3216 ;$v42 311 08$aPrint version: Kobayashi, Hiroe Developing Multilingual Writing Cham : Springer International Publishing AG,c2023 9783031120442 320 $aIncludes bibliographical references and index. 327 $aChapter 1. Introduction -- Part I : Development of Multilingual Writing -- Chapter 2. Evolving Writer Agency: Discourse Types -- Chapter 3. Connecting with the Audience: Metadiscourse -- Chapter 4. Constructing Writer Identity: Self-Representation -- Chapter 5. Developing Writer Identity: Voice Construction -- Part II: Interconnectedness of Agency, Audience, Identity Chapter 6. Natsu?s Challenges: Text Construction and Identities -- Chapter 7. L1/L2/L3 Writers? Advantages: Text and Process -- Chapter 8. Multilingual Scholars: Audience and Expertise -- Chapter 9. Multilingual Artist and Poet: Unbounded Self-Expression -- Part III: Synthesis and Implications -- Chapter 10. Integration, Theoretical Perspectives, Pedagogical Applications. 330 $aWith millions of people becoming multilingual writers in the globalized digital world, this book helps to empower writers to connect with their readers and project their identities effectively across languages, social contexts, and genres. In a series of closely-related studies that build on each other, we look comprehensively at how writers develop their ability to construct meaning for different audiences in multiple languages. This book, which draws on various approaches (including a social view of writing, multicompetence, adaptive transfer, complex systems theory, motivation, and translanguaging), contributes to on-going efforts to integrate differing approaches to multilingual writing research. This book focusses on how writer agency (control over text construction), audience awareness (ability to meet expectations of prospective readers), and writer identity (projection of image of the writer in the text) progress as multilingual writers gain more experience across languages. The within-writer, cross-sectional text analysis (Chapters 2-5) examines 185 essays written in Japanese and English by eight groups of writers from novice to advanced (N=103), supplemented by insights from these writers? reflections. We explore how they employ three kinds of text features (discourse types, metadiscourse, and self-representation), which relate to their developing agency, audience, and writer identity in their text construction, and propose a new model for writer voice construction based on those features. The four case studies (Chapters 6-9) focus on five university students and six professionals to examine closely how individual writers? agency, audience, and identity are interrelated in their text construction in two or three languages and diverse genres, including academic and creative writing. The combined studies provide new insights into multilingual writing development by revealing the close interrelationship among these three principal aspects of writing across languages. They also demonstrate the writers? multi-directional use of dynamic transfer (reuse and reshaping) for L1, L2, and L3 text construction, and the use of mixed languages L1/L2 or L1/L3 (translanguaging) for composing processes, in addition to the creative power of multilingual writers. One significant contribution of this book is to provide models of innovative ways to analyze text and new directions for writing research that go beyond complexity, accuracy, and fluency. Categories and detailed examples of text features used for writer voice construction (e.g., specific characteristics of Personal, Emergent, and Mature Voice) are helpful for writing teachers and for developing writers to improve ways of conveying their own intended writer identity to the reader. The studies break new ground by extending our analysis of L2 writing to the same writers? L1 and L3 writing and multiple genres. . 410 0$aMultilingual Education,$x2213-3216 ;$v42 606 $aLanguage and languages$xStudy and teaching 606 $aPenmanship 606 $aLiteracy 606 $aLanguage Education 606 $aWriting Skills 606 $aLiteracy 606 $aArt d'escriure$2thub 606 $aMultilingüisme$2thub 608 $aLlibres electrònics$2thub 615 0$aLanguage and languages$xStudy and teaching. 615 0$aPenmanship. 615 0$aLiteracy. 615 14$aLanguage Education. 615 24$aWriting Skills. 615 24$aLiteracy. 615 7$aArt d'escriure 615 7$aMultilingüisme. 676 $a808.02 676 $a808.02 700 $aKobayashi$b Hiroe$01334089 702 $aRinnert$b Carol 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910672439703321 996 $aDeveloping Multilingual Writing$93044718 997 $aUNINA