Paul Kei Matsuda
http://pmatsuda.faculty.asu.edu/

Teaching

The Politics of Second Langaage Writing (2006)Paul has taught various graduate courses in rhetoric, composition and applied linguistics, as well as undergraduate courses in linguistics and writing. In addition to the graduate courses on second language writing theory and research, which he teaches on a regular basis, he has taught graduate courses on TESOL theory and methods, composition theory, history of composition, empirical research methods, second language acquisition, transactional writing, linguistics and writing, and cross-cultural discourses.

Paul has also taught a wide variety of writing courses, including first-year writing, ESL writing, academic writing, cross-cultural composition, technical writing, persuasive writing, creative nonfiction, and academic and professional writing for graduate students. He has also taught English at university writing centers as well as private English language schools in Japan.

He has taught graduate courses in applied linguistics at various universities, including: Arizona State University, USA; Chulalongkorn University, Thailand; Jilin University, China; Miami University, USA; Nagoya University, Japan; Nanjing University, China; Tamkang University, Taiwan; Thammasat University, Thailand; the University of New Hampshire, USA; and the University of Utah, USA.

In addition, he has conducted teaching workshops for pre- and in-service teachers of all kinds—K-12 teachers, mainstream college writing teachers, ESL writing teachers, writing center tutors, university faculty from across the curriculum, and EFL teachers.

One of his co-edited books, The Politics of Second Language Writing: In Search of the Promised Land (2006) explores how second language writing instruction is affected by larger institutional politics and prevailing language attitudes.

For more information, please see Paul's curriculum vitae.

Teaching Schedule (Tentative)

Spring 2017

ENG 625 Identity and Second Language Writing (CLN: 27122)
(Advanced Studies in Second Language Writing)
iCourse: January 9, 2017-February 28, 2017

Identity plays an important role in second language writing, and it has fascinated many teachers and researchers of second language writing. Yet, studying issues related to identity can be a challenge because of the complex and multifaceted nature of identity. In this course, we will explore the concept of identity and its role in second language writing research, teaching and administration. Some of the questions to be explored include:

  • How can identity be defined and studied?
  • How has identity been defined and studied in relation to L2 writing?
  • What are the implications of identity issues for L2 writers, writing teachers and writing program administrators and researchers?

Keywords: Language identity; identity and placement; voice; identity in written discourse; identity and L2 writing assessment; identity of L2 writing teachers.

The requirements will include readings, reading journals, synchronous and asynchronous online discussions, and a series of short writing assignments. For students who are interested, there will also be optional face-to-face meetings. Students who wish to develop a journal article manuscript can request an incomplete grade (to be completed by May 2017).

This is an online course for current ASU graduate students and non-degree students. (ASU Online students are not eligible.) If you are not currently an ASU graduate student but interested in enrolling in this course, you will need to apply for a non-degree student status before enrolling. (Enrollment cap is 15, and it may take a few days before you can be admitted as a non-degree student. Check the open seats before applying.)

International students on F-1 or J-1 visa currently studying at a US institution other than ASU are not eligible. Sorry.

Fall 2016

ENG 594 Practicum: Teaching Multilingual Composition
M 3:05-4:20 p.m.

This course is open only to Writing Programs teachers who are teaching a multilingual section of first-year composition (WAC107, ENG107, ENG108) for the first time.

ENG 525 Teaching Second Language Writing
M 4:50-7:35 p.m.

Teaching Second Language Writing provides an introduction to issues and strategies in the teaching of second language writing in a wide variety of contexts. After exploring various instructional contexts as well as the characteristics of different types of students and their texts, we will consider various instructional practices and strategies, focusing on course and assignment designs, reading-writing connection, teacher and peer feedback, grammar instruction, classroom assessment, plagiarism and text borrowing strategies, and negotiating language differences. Offered every Fall semester, this course is an excellent complement to ENG 594 (Practicum in Teaching Multilingual Writing) and provides essential knowledge for anyone who wishes to teach writing in today's multilingual world.

Graduate Advising

Mentoring the next generation of second language writing specialists who work in various related fields--e.g., applied linguistics, composition studies, TESOL, etc.--is one of my important professional agendas. I take it very seriously and I expect my students to take their own professional development just as seriously. In selecting doctoral students to work with, I give priority to those:

I do not take on students who just need to get a Ph.D. as a credential for getting a job in higher education; if that happens to be the case, I suggest that you find an advisor who can help you accomplish your immediate goal more efficiently. People have various reasons for pusruing a Ph.D., and I won't be offened or think less of you--but my professional mission is to mentor doctoral students who are seriously committed to (and capable of) constructing new knowledge.

You might find the following publications helpful in understanding my approach to graduate mentoring:

Simpson, S., & Matsuda, P. K. (2008). Mentoring as a long-term relationship: Situated learning in a doctoral program. In C. P. Casanave & X. Li (Eds.), Learning the literacy practices of graduate school: Insiders' reflections on academic enculturation (pp. 90-104). Ann Arbor: University of Michigan Press.

Matsuda, P. K. (2016). The will to build: Mentoring doctoral students in second language writing. In K. McIntosh, C. Pelaez-Morales, & T. Silva (Eds.), Graduate studies in second language writing (pp. 93-110). Anderson, SC: Parlor Press.

The following publications provide insights into the experience and professional development trajectory of some of my former doctoral students:

Ortmeier-Hooper, C. (2016). From doctoral education to the tenure track: Lessons and observations from the journey. In K. McIntosh, C. Pelaez-Morales, & T. Silva (Eds.), Graduate studies in second language writing (pp. 111-125). Anderson, SC: Parlor Press.

Saenkhum, T. (2016). Choices in identity building as an L2 writing specialist: Investment and perseverance. In K. McIntosh, C. Pelaez-Morales, & T. Silva (Eds.), Graduate studies in second language writing (pp. 126-144). Anderson, SC: Parlor Press.

In addition, here are a few of my publications about writing for publications:

Matsuda, P. K. (2003). Coming to voice: Publishing as a graduate student. In C. P. Casanave & S. Vandrick (Eds.), Writing for publication: Behind the scenes in language education (pp. 39-51). Mahwah, NJ: Lawrence Erlbaum Associates.

Matsuda, P. K., & Tardy, C. M. (2007). Voice in academic writing: The rhetorical construction of author identity in blind manuscript review. English for Specific Purposes, 26, 235-249.

Tardy, C., & Matsuda, P. K. (2009). The construction of author voice by editorial board members. Written Communication, 26(1), 32-52.

Mu, C., & Matsuda, P. K. (2016). Replication in L2 writing research: Journal of Second Language Writing authors’ perceptions. TESOL Quarterly, 50(1), 201-219.

Matsuda, P. K. (2015). Publishing your research. In J. D. Brown & C. Coombe (Eds.), Cambridge guide to research in language teaching and learning (pp. 272-278). Cambridge, UK: Cambridge University Press.

For Prospective ASU Students

If you are interested in working with me at ASU, I strongly encourage you to contact me well in advance. If possible, schedule a meeting during a conference or one of my lecture tours. The first challenge, however, is to get admitted into one of the doctoral programs at my institution.

The Ph.D. programs I am involved in are currently being reconfigured into two distinct tracks: Ph.D. in English with a concentration in Writing, Rhetoric and Literacies and Ph.D. in English with a concentration in Linguistics and Applied Linguistics. My primary affiliation will be with the former, although I wll continue to work with students in both programs as long as their professional goals are aligned with my educational mission. For details about these programs, admission processes, and implications of choosing one or the other tracks, please contact our Graduate Program Manager, Sheila Luna.

For procedural information (e.g., application process, required documents, program requirements), contact our Graduate Program Manager, Sheila Luna.

Once you have been admitted, contact me immediately to let me know you are coming and to schedule the initial meeting. (See the next section, "For Current ASU Students.")

You can find other relevant suggestions by visiting the unsolicited advice section of my blog. Here are some of the topics that are particularly important:

For Current ASU Students

If you are interested in working with me either as your dissertation director or committee member, please email me to make an appointment. When you come to the meeting, be prepared to talk about:

Priority will be given to students

You can find other relevant suggestions by visiting the unsolicited advice section of my blog. Here are some of the topics that are particularly important:

Current students can access additinoal advising information at Paul's Advising Group shell on Blackboard.

Former Ph.D. Students

Current Ph.D. Students

Updated on November 9, 2016