"The Utility of Infographics in L2 Writing Classes: A Practical Strategy to Scaffold Writing Development"
Ph.D. student Undarmaa Maamuujav is first author of a new article in the Tesol Journal: "The Utility of Infographics in L2 Writing Classes: A Practical Strategy to Scaffold Writing Development." Co-authors are Dr. Jenell Krishnan and Associate Professor Penelope Collins.
Maamuujav is a second year doctoral student specializing in Teaching, Learning, and Educational Improvement (TLEI). Her research interests include writing and rhetoric, critical reading, genre analysis, academic writing, composition, second language writing and acquisition, and technology in writing and literacy development. She is advised by Professor Carol Booth Olson.
For second language (L2) learners, developing proficiency in academic writing is a cognitively demanding process that requires domain knowledge, in‐depth understanding of rhetoric and genre conventions, and mastery of linguistic principles. Teaching writing to students with diverse cultural and linguistic backgrounds in a way that fosters competence and confidence is equally challenging. However, carefully devised integration of digital tools into L2 writing curriculum can support developing writers. Considering the complexity of writing from students' and instructors' standpoints, this article proposes an integration of infographics into the L2 writing curriculum as a means of (1) supporting the writing development of multilingual students and (2) scaffolding the cognitive demands L2 writers face while composing. It also calls attention to communicative and rhetorical functions of writing. The curricular integration of infographics in second language writing courses is grounded in the process‐based writing approach that involves careful and iterative planning, writing, and revision. Arguing that infographics is an effective digital tool that holds tremendous potential to support both L2 students and instructors in writing intensive classes, the authors explore how infographics can be integrated in process‐based writing curriculum to support the writing development of multilingual students.