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Open Access Publications from the University of California

Supporting Student Linguistic Identity and Autonomy in Directed Self Placement Through Linguistic Domains Using Qualtrics Scoring


In this article, we review the current and dynamic state of multilingual writers, especially their experiences in Composition and with English self-placement methods. Then, we position our institution and department’s theoretical underpinnings for support of multilingual writers and their self-placement, and we describe how we utilized Cavazos and Karaman’s (2021) Translingual Disposition Questionnaire as a framework for our recent revision of our Directed Self-Placement survey and utilized Qualtrics scoring tools to provide students with feedback on a novel language domain.  Our intent was to offer multilingual students transparency and choice in the English placement process so they could select the first year Composition course that best matched their needs. We hope that other WPAs gain insight on how to integrate asset-based philosophies and linguistic domains using Qualtrics scoring to offer their multilingual students more autonomy in their first year Composition experiences. 


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