Basic Writers and the Echoes of Intertextuality

Autor/in	Smith, Cheryl Hogue
Titel	Basic Writers and the Echoes of Intertextuality
Quelle	In: Teaching English in the Two-Year College, 39 (2011) 2, S.142-150 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6291
Schlagwörter	Stellungnahme; College Students; Writing (Composition); Teaching Methods; Writing Instruction; Reading Comprehension; Reading Materials; Reader Text Relationship; Painting (Visual Arts); Correlation; Knowledge Level; Memory + Suchen Sie Ihr Suchwort? Collegestudent; Schreibübung; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Leseverstehen; Malerei; Korrelation; Wissensbasis; Gedächtnis
Abstract	Intertextuality is a vital component of college reading and writing. In order to write a paper that requires the synthesizing of readings, students must recognize the intertextual connections among all their sources. Instruction that fosters intertextual awareness in basic writers can help them overcome their tendency to compartmentalize what they learn from academic texts and thereby help them make rich connections among the texts they read and write. This article discusses academic intertextuality as experience and a function of memory and a habit of mind. The author suggests that to help students make the shift away from compartmentalization, educators might begin by creating units that rely heavily on intertextuality. (Contains 1 note.) (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10