A Case Study of a Korean Undergraduate’s Writing Development during His American College Years

Undergraduate writing development has been referred to as the change in the writer; however, little is known about the specific elements of the change that undergraduates experience during their moving across learning contexts. By tracing an undergraduate’s writing experiences across the curriculum, this study reports genre awareness as the learning outcome of writing across the curriculum. The research participant’s writing experiences resulted in a broadening of his repertoire of written genres, contextualizing writing purposes, and being aware of text variations. Key to genre awareness was the use of rhetorical strategy. The findings suggest the importance of teaching genre and meta-genre awareness in undergraduate composition curricula.