ABSTRACT
The individual case studies ( Chapters 4–7) have revealed traces of identity work in the four student writers’ EFL autobiographical writing in the writing group. This chapter seeks to deepen this understanding by comparing the four case studies. It contains three sections. The first section begins by suggesting autobiographical writing in this educational context as a social practice, which will be revisited at the end of the chapter after presenting additional evidence from the four case studies. The second analyses the three contexts, particularly the writing group as a social context, in which the EFL autobiographical writing took place. The third develops in two parts: presenting four identifiable phases of English-writing-mediated identity work and discussing the shifts of writer identities in different ways in relation to autobiographical writing in the writing group.
