| Title: |
Examining Intertextual Connections in Written Arguments: A Study of Student Writing as Social Participation and Response |
| Language: |
English |
| Authors: |
Olsen, Allison Wynhoff; VanDerHeide, Jennifer; Goff, Brenton; Dunn, Mandie B. |
| Source: |
Written Communication. Jan 2018 35(1):58-88. |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
31 |
| Publication Date: |
2018 |
| Sponsoring Agency: |
Department of Education (ED) |
| Contract Number: |
305A100786 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Grade 9 |
| Descriptors: |
Written Language; Essays; Persuasive Discourse; Grade 9; Humanities; Units of Study; High School Students; Writing Instruction; Language Usage; Personal Autonomy; Classroom Communication; Sentence Structure |
| DOI: |
10.1177/0741088317739557 |
| ISSN: |
0741-0883 |
| Abstract: |
Writing studies scholarship has long understood the need for context-based studies of student writing. Few studies, however, have closely examined how students use intertextual relationships in the context of learning to compose argumentative essays. Drawing on a 17-day argumentative writing unit in a ninth-grade humanities classroom, this article uses the concept of "intertextual trace" to explore how students make intertextual connections in their writing and negotiate the social dynamics of classroom learning. Intertextual analysis of students' final essays revealed overlapping tracings and resonances across multiple resources, showing how and the ways in which students create arguments and respond to exigencies within a classroom setting. Analysis of thematic, structural, and lexical tracings also showed students making intertextual connections through repeating, reordering, responding to, and extending the texts offered by their teacher and peers. In so doing, students served as curators--shaping ideas, curricular offerings, and language into final argumentative essays--who were able to develop agency in and through their writing. |
| Abstractor: |
As Provided |
| Number of References: |
46 |
| Entry Date: |
2017 |
| Accession Number: |
EJ1163889 |
| Database: |
ERIC |