Abstract
In this multiple case study, I examine relationships among the essay genre, contextual influences, sociocultural resources, and choices made by four adult English learners enrolled in an English composition course at a community college. My primary objective is to provide an expanded view of the writing processes used by adult English learners. The research draws heavily on participants’ sociocultural realities before and after their arrival in the United States. The patterns in the data showed that the essay genre along with context significantly contributed to participants’ agentive capacity. The essay genre, in particular, determined the types of competencies they needed to demonstrate, while contextual influences shaped the available resources and their access to those resources.
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