Paul Kei Matsuda is Professor of English and Director of Second Language Writing at Arizona State University. He is also Concurrent Professor of Applied Linguistics at Nanjing University and Zhengzhou University. Currently, he is the President of the American Association for Applied Linguistics.
Paul has published widely on various topics on language, writing and professional development in applied linguistics, rhetoric and composition and TESOL, and has received a number of prestigious awards for his publications. He has presented keynote and plenary talks as well as invited lectures and workshops in various countries.
Paul has previously served as the director of writing programs at the University of New Hampshire and Arizona State University. He also has taught a wide variety of courses in applied linguistics, linguistics, rhetoric and composition, and TESOL at various universities in Thailand, USA, China, Japan and Taiwan. In addition, he has held visiting professor and researcher positions at Penn State University (USA) and the University of Hong Kong (Hong Kong SAR), where he gave lectures and workshops and provided consultations for doctoral students and faculty members.
Paul is Founding Chair of the Symposium on Second Language Writing and Series Editor of the Parlor Press Series on Second Language Writing. He has also served as the founding chair of the CCCC Committee on Second Language Writing and the Chair of the Nonnative English Speakers in TESOL (NNEST) Caucus.
In addition to teaching, research and professional service, Paul has served as a program evaluator and consultant for various language programs and graduate programs thgouhtout the United States and around the world.
Paul Kei Matsuda / Abstract
Identity in Academic Writing: Developing Academics Who Write
Paul Kei Matsuda, Arizona State University
The notion of identity tends to be associated with individuality rather than knowledge or argument, and it is sometimes considered irrelevant to academic writing. Partly for this reason, identity layer has been absent from traditional academic writing instruction and assessment. In this talk, I will discuss the importance of identity in preparing students to write in academic contexts. Specifically, I will discuss how incorporating identity issues can motivate students, facilitate student learning and enhance communication.