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Over a decade, the program has built curriculum and services with cross-cultural and transnational emphases, leveraging Dearborn’s proximity to Detroit and its Arab-American demographics to create a responsive, glocal public-sphere for first-year writing. The article links collaborative, international coursework to students’ opportunities to learn rhetorical strategies for public audiences.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/rhetorical-location-and-the-globalized-first-year-writing-program/598960/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/rhetorical-location-and-the-globalized-first-year-writing-program/598960.png","ImageObject",300,407,{"name":92,"@type":93},"jay","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What student groups does the University of Michigan–Dearborn Writing Program and Writing Center serve?","Question",{"text":112,"@type":113},"They serve recent immigrants, international students, and students who immigrated to the United States as children, reflecting a highly heterogeneous first-year population.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do cross-cultural and transnational course sections support writing development?",{"text":117,"@type":113},"They involve collaborative projects with local and overseas peers, enabling students to build a responsive public and engage in glocal public-sphere building through literacy-focused activities.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is Dearborn described as a cross-cultural and transnational space?",{"text":121,"@type":113},"Its proximity to Detroit and its demographics—especially the high proportion of Arab Americans—shape the rhetorical context in which writing curricula operate.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598960,1792209365,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Current Issue  From the Editors  Weblog  Editorial Board  Editorial Policy  Submissions Archives  Accessibility  Search  \nComposition Forum 36, Summer 2017  \nRhetorical Location and the Globalized, First-year Writing Program  \nMargaret K. Willard-Traub  \nAbstract: The University of Michigan-Dearborn Writing Program and Writing Center serve an increasingly large number of recent immigrants, international students, and students who as children immigrated to the United States. The Writing Program and Writing Center have for a decade developed curriculum and support services geared specifically toward meeting the needs of this increasingly heterogeneous student body, while at the same time highlighting students’ rich contributions to the learning and rhetorical contexts of the university and surrounding communities. Owing in part to the university’s proximity to Detroit and in part to Dearborn’s own particular history and demographics—a city with the highest proportion of Arab Americans in the U.S.—UMDearborn comprises a truly cross-cultural and transnational space. Within this rhetorical context, Writing Program curricula with “cross-cultural” and transnational emphases afford students unique opportunities to learn to write for public audiences with backgrounds, experiences and socio-political affiliations very different from their own.  \nLike many of my colleagues nation-wide, during the last decade I have witnessed a significant increase in the number of students in introductory, intermediate and advanced writing courses from culturally and linguistically diverse backgrounds and diverse nations. This diversity has ensured a wide range of backgrounds and preparation for college-level writing. Students in the courses I have taught at the University of Michigan-Dearborn, a primarily commuter campus of about 9,000 students in the Detroit metropolitan area, hail from the suburbs and the city, and from dozens of nations including Ukraine, Russia, Iraq, Afghanistan, Lebanon, Yemen, Palestine, Syria, Oman, the Ivory Coast, Burkina Faso, Gambia, China, Japan, Saudi Arabia, Italy, Spain, Mexico, and Argentina. Most domestic students are drawn from the city of Dearborn and suburban areas around Detroit, though in recent years and as part of its metropolitan mission and strategic plan to increase the current enrollment of 9,000 by about 30%, the university has aimed also to enroll more students from the city of Detroit.  \n“Cross-cultural” sections of Writing Program courses that involve students in collaborative projects with both local peers and peers overseas – especially courses focusing on cultural difference and on how such difference can affect experiences with literacy and with the learning process through, for example, composing and peer reviewing literacy profiles of overseas partners—provide students with opportunities for learning to “construct a responsive public” for their ideas. In other words, as students in the transnational classroom work with peers from other national contexts, they engage in “glocal” public-sphere building, a task faced by “all speakers and writers who aspire to intervene in society”(Wells 154) .  \nAs director of the Writing Program and Writing Center from 2006 until 2012 and as faculty member, I have been awed, inspired and challenged by my students and the richness of their cultural and linguistic backgrounds. Some of these students have been refugees, having also survived exceptionally difficult journeys on their way to the States. Others have served as translators for the U.S. military, or are veterans of the military themselves. Many have been non-traditional students, most often with children and frequently with full-time jobs in addition to their college coursework. In particular my students include a growing number of both recent immigrants (including a small but increasing number of international students on visa) and those who as children immigrated to the United States and Michigan with their ","cbCaidKsDR0av8z3","https://ap.wps.com/l/cbCaidKsDR0av8z3","pdf",110077,"English","# Rhetorical Location and Globalized Writing\n## Mission and audience diversity\n## Cross-cultural and transnational course models\n## Student experiences and support services\n## Local institutional identity and context","[{\"question\":\"What student groups does the University of Michigan–Dearborn Writing Program and Writing Center serve?\",\"answer\":\"They serve recent immigrants, international students, and students who immigrated to the United States as children, reflecting a highly heterogeneous first-year population.\"},{\"question\":\"How do cross-cultural and transnational course sections support writing development?\",\"answer\":\"They involve collaborative projects with local and overseas peers, enabling students to build a responsive public and engage in glocal public-sphere building through literacy-focused activities.\"},{\"question\":\"Why is Dearborn described as a cross-cultural and transnational space?\",\"answer\":\"Its proximity to Detroit and its demographics—especially the high proportion of Arab Americans—shape the rhetorical context in which writing curricula operate.\"}]","Rhetorical Location and the Globalized, First-year Writing Program | PDF",1792087925,23]