Academic writing re-designed: Connecting languages and literacy in the assemblage of EAP

Abstract

This study draws on the combined perspectives of “A pedagogy of multiliteracies” (New London Group, 1996) and assemblage and affect (Deleuze & Guattari, 1980/1987) to examine how neoliberal identities shape how English for academic purposes (EAP) students compose a source-based research paper. Such exploration is necessary to account for the range of influences that contribute to students’ meaning making and textual production, especially when academic dishonesty is involved. Interview data from one atypical student participant is presented and analyzed through the post-qualitative method of rhizoanalysis to highlight how (mis)intended meaning in the design process can be (mis)interpreted. Analysis from a pedagogy of multiliteracies framework combined with assemblage and affect reveal the unsuspecting neoliberal influence that shape learning experiences in EAP. Based on these findings, critical implications for EAP pedagogy and research are proposed to address international students’ lived realities as digital-transnational citizens.