Examining Intertextual Connections in Written Arguments: A Study of Student Writing as Social Participation and Response

Autor/inn/en	Olsen, Allison Wynhoff; VanDerHeide, Jennifer; Goff, Brenton; Dunn, Mandie B.
Titel	Examining Intertextual Connections in Written Arguments: A Study of Student Writing as Social Participation and Response
Quelle	In: Written Communication, 35 (2018) 1, S.58-88 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-0883
DOI	10.1177/0741088317739557
Schlagwörter	Written Language; Essays; Persuasive Discourse; Grade 9; Humanities; Units of Study; High School Students; Writing Instruction; Language Usage; Personal Autonomy; Classroom Communication; Sentence Structure + Suchen Sie Ihr Suchwort? Geschriebene Sprache; Essay; Aufsatzunterricht; Persuasion; Persuasive Kommunikation; School year 09; 9. Schuljahr; Schuljahr 09; Geisteswissenschaften; Humanwissenschaften; Lerneinheit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schreibunterricht; Sprachgebrauch; Individuelle Autonomie; Klassengespräch; Satzbau; Satzstruktur
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01