ERIC Number: EJ1163889
Record Type: Journal
Publication Date: 2018-Jan
Abstractor: As Provided
Examining Intertextual Connections in Written Arguments: A Study of Student Writing as Social Participation and Response
Olsen, Allison Wynhoff; VanDerHeide, Jennifer; Goff, Brenton; Dunn, Mandie B.
Written Communication, v35 n1 p58-88 Jan 2018
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.
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
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Grant or Contract Numbers: 305A100786