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Funding information UCI Education Research Initiative Mini GrantFor 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.

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Although infographics have been used for educational purposes, their specific use for teaching process-based writing in undergraduate writing courses is not documented in the literature. When integrating infographics into a process-based writing instructional approach, they may offer students multiple means of representation, engagement, and expression – universal design for learning principles. We examined one undergraduate writing course that integrated infographics into a process-based writing approach to understand student experiences and uses of this multimodal communication form. Results show that infographics have unique benefits and challenges to supporting student writing. Results also reveal that students used their infographics for revising, transferring, and rethinking the content of their subsequent, text-only research papers. This work has implications for college composition pedagogy.