Processing First-Year College Writing via Facebook Pedagogy in Linguistically and Culturally Diverse First-Year Composition Classes

Authors

  • Marohang Limbu Michigan State University, United States

DOI:

https://doi.org/10.32674/jis.v1i2.554

Abstract

Facebook has a potential to critically engage students and merge their roles as writers and readers in a digital environment. Facebook reinforces students to share diverse cultural and individual rhetorical appeals, situations, and strategies. In this pedagogical setting, not only do students share a complex set of linguistic and cultural codes, but they also become technologically and cross-culturally competent human power. Facebook pedagogy encourages students to contest, question, and negotiate their cultural literacies and their prior experiences in first-year composition classes.

Author Biography

  • Marohang Limbu, Michigan State University, United States

    Marohang Limbu earned his Ph.D. in Rhetoric and Composition Studies from University of Texas at El Paso. His research interest includes Web 2.0 and composition, digital literacies, social media and writing, crosscultural/intercultural rhetorics, global indigenous rhetorics, and South Asian rhetorics. 

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Published

2011-07-01

Issue

Vol. 1 No. 2 (2011)

Section

Research Articles (English)

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

All published articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported License.

How to Cite

Processing First-Year College Writing via Facebook Pedagogy in Linguistically and Culturally Diverse First-Year Composition Classes. (2011). Journal of International Students, 1(2), 59-63. https://doi.org/10.32674/jis.v1i2.554