Situating Transnational Genre Knowledge

Abstract

Scholars have recently begun to conceive of literacy practices as drawing from resources that are simultaneously situated and extracontextual. In particular, studies of transnational literacy affirm the importance of both locality and movement in literacy studies. Continuing this inquiry into the situated and dispersed nature of transnational literacy, the author investigates the distinct effects that shuttling between national contexts have on the accumulation and use of genre knowledge. Specifically, through a case study of one Third Culture Kid student writer, the author reports on how her genre knowledge develops in response to transnational relocations between Italy and the United States and the way this transnational genre knowledge informs her writing of a high-stakes in-school genre. This case illustrates the value of rhetorical genre studies for understanding the situated and dispersed nature of transnational literacy and begins to outline the distinctiveness of transnational boundary-crossing practices.

The global chameleons: the impact of early life international exposure on the career capital of adult third culture kids

“…The current study revealed that the time abroad was found to develop a variety of academic skills which ATCKs could benefit from during their later studies, as well as in their jobs later on. This is an important finding because not much is understood about (A)TCKs academic competencies (Rounsaville, 2014). The findings indicated that due to having such competencies, ATCKs were given projects and positions in their organization that require not only cross-cultural skills, but also for example, good presentation skills.…”

“…While most research has examined the experiences of TCKs abroad, the number of studies on their adulthood experiences has been gradually increasing. Initial studies have examined ATCKs' cultural identity (Greenholtz and Kim, 2009;Moore and Barker, 2012;Rounsaville, 2014;Walters and Auton-Cuff, 2009), insecurity of identity (Cranston, 2017) and cultural homelessness and identity (Hoersting and Jenkins, 2011). The well-being of ATCKs has been analyzed from perspectives such as their life satisfaction (Mosanya and Kwiatkowska, 2021), depression, anxiety and stress (Davis et al, 2010(Davis et al, , 2013, levels of prejudice (Melles and Schwartz, 2013) and loss and grief experiences (Gilbert, 2008).…”

Rhetorical move and genre knowledge development of English and Indonesian abstracts: A comparative analysis

“…Following those previous studies, the linguistic realization in each language was also compared, focusing on verb tense and voice used in each abstract. For research on genre knowledge development, this study used the second instrument of an interview, following Rounsaville (2014) and Suherdi et al (2021). The interview was undertaken to explore the acquisition of genre knowledge through different levels of study, i.e., master's and doctoral degrees.…”

“…The findings indicated that students make significant gains in their writing over the course. Rounsaville's (2014) study, however, focuses on a case study of how one student's distinctly transnational genre knowledge developed in response to a series of relocations between Italy and the United States. The study found that the student's literacy history reveals the particularly transnational character of applying prior genre knowledge within new writing situations.…”

“…Even though they have different focuses in data, their main goal is to see what move or discourse pattern is used in each text. Analysis on genre knowledge development, on the other hand, provides an insight that the development of genre knowledge is formed by the exposure received by the author through variations of writing course (Artemeva & Fox, 2010;Driscoll et al, 2020) and transnational boundary-crossing practices (Rounsaville, 2014).…”