Undergraduate Writing

Abstract

This entry focuses on research conducted on multilingual writers at Anglophone postsecondary institutions, mainly in the United States. Despite commonly held views that writing and reading are central to success in college, what different lines of inquiry have shown is that little writing may be done in undergraduate classes, in particular in lower‐level courses, although some academic majors may require more writing and reading assignments than others. Further, reading assignments in undergraduate courses are described as being generally disconnected from writing, including in composition courses. Research has also suggested that despite the many linguistic and often cultural and sociopolitical challenges multilingual writers might face, many of them develop strategies to cope with their literacy needs. In addition, the research shows that a strong support system and relationships with faculty and classmates can help these students succeed in college.