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Dynamic Becomings in the Transition to University: Experiences of Non-traditional Students across Contexts and Writing Practices

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Dynamic Becomings in the Transition to University: Experiences of Non-traditional Students across Contexts and Writing Practices. / Montes, Soledad; Tusting, Karin.
In: Revista Latinoamericana de Estudios de la Escritura, Vol. 1, No. 1, 31.03.2024, p. 78-98.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Montes, S & Tusting, K 2024, 'Dynamic Becomings in the Transition to University: Experiences of Non-traditional Students across Contexts and Writing Practices', Revista Latinoamericana de Estudios de la Escritura, vol. 1, no. 1, pp. 78-98. https://doi.org/10.37514/rle-j.2024.1.1.05

APA

Montes, S., & Tusting, K. (2024). Dynamic Becomings in the Transition to University: Experiences of Non-traditional Students across Contexts and Writing Practices. Revista Latinoamericana de Estudios de la Escritura, 1(1), 78-98. https://doi.org/10.37514/rle-j.2024.1.1.05

Vancouver

Montes S, Tusting K. Dynamic Becomings in the Transition to University: Experiences of Non-traditional Students across Contexts and Writing Practices. Revista Latinoamericana de Estudios de la Escritura. 2024 Mar 31;1(1):78-98. doi: 10.37514/rle-j.2024.1.1.05

Author

Montes, Soledad ; Tusting, Karin. / Dynamic Becomings in the Transition to University : Experiences of Non-traditional Students across Contexts and Writing Practices. In: Revista Latinoamericana de Estudios de la Escritura. 2024 ; Vol. 1, No. 1. pp. 78-98.

Bibtex

@article{f92f532f8aaf459685a34d87f94cd6ea,
title = "Dynamic Becomings in the Transition to University: Experiences of Non-traditional Students across Contexts and Writing Practices",
abstract = "This study explores the experiences of 11 students from economically disadvantaged backgrounds as they transition from school to university. Relying on data from 40 interviews, we utilize Deleuze and Guattari{\textquoteright}s concept of becoming to comprehend students{\textquoteright} navigation of different contexts, writing practices, and identities. Our results show that students experience dynamic and multilayered becomings and non-linear transitions as they combine diverse roles and engage in writing practices across domains and timescales. We also found that school students engage in diverse non-academic writing practices, but this narrows down in university as they focus on academic writing demands. However, they use their prior non-academic writing experiences to cope with academic writing at university. These findings challenge deficit discourses about marginalized students' writing and linear views on transition. Based on the data, we suggest strategies to support students in their transition to university.",
keywords = "General Engineering, Electrical and Electronic Engineering, Building and Construction, General Medicine, Ocean Engineering, Industrial and Manufacturing Engineering, Materials Science (miscellaneous), Business and International Management, Urban Studies, History",
author = "Soledad Montes and Karin Tusting",
year = "2024",
month = mar,
day = "31",
doi = "10.37514/rle-j.2024.1.1.05",
language = "English",
volume = "1",
pages = "78--98",
journal = "Revista Latinoamericana de Estudios de la Escritura",
publisher = "The WAC Clearinghouse; University Press of Colorado",
number = "1",

}

RIS

TY - JOUR

T1 - Dynamic Becomings in the Transition to University

T2 - Experiences of Non-traditional Students across Contexts and Writing Practices

AU - Montes, Soledad

AU - Tusting, Karin

PY - 2024/3/31

Y1 - 2024/3/31

N2 - This study explores the experiences of 11 students from economically disadvantaged backgrounds as they transition from school to university. Relying on data from 40 interviews, we utilize Deleuze and Guattari’s concept of becoming to comprehend students’ navigation of different contexts, writing practices, and identities. Our results show that students experience dynamic and multilayered becomings and non-linear transitions as they combine diverse roles and engage in writing practices across domains and timescales. We also found that school students engage in diverse non-academic writing practices, but this narrows down in university as they focus on academic writing demands. However, they use their prior non-academic writing experiences to cope with academic writing at university. These findings challenge deficit discourses about marginalized students' writing and linear views on transition. Based on the data, we suggest strategies to support students in their transition to university.

AB - This study explores the experiences of 11 students from economically disadvantaged backgrounds as they transition from school to university. Relying on data from 40 interviews, we utilize Deleuze and Guattari’s concept of becoming to comprehend students’ navigation of different contexts, writing practices, and identities. Our results show that students experience dynamic and multilayered becomings and non-linear transitions as they combine diverse roles and engage in writing practices across domains and timescales. We also found that school students engage in diverse non-academic writing practices, but this narrows down in university as they focus on academic writing demands. However, they use their prior non-academic writing experiences to cope with academic writing at university. These findings challenge deficit discourses about marginalized students' writing and linear views on transition. Based on the data, we suggest strategies to support students in their transition to university.

KW - General Engineering

KW - Electrical and Electronic Engineering

KW - Building and Construction

KW - General Medicine

KW - Ocean Engineering

KW - Industrial and Manufacturing Engineering

KW - Materials Science (miscellaneous)

KW - Business and International Management

KW - Urban Studies

KW - History

U2 - 10.37514/rle-j.2024.1.1.05

DO - 10.37514/rle-j.2024.1.1.05

M3 - Journal article

VL - 1

SP - 78

EP - 98

JO - Revista Latinoamericana de Estudios de la Escritura

JF - Revista Latinoamericana de Estudios de la Escritura

IS - 1

ER -