Written Communication Jul 2010

Tracing Trajectories of Practice: Repurposing in One Student’s Developing Disciplinary Writing Processes

Kevin Roozen Auburn University

Abstract

An extensive body of scholarship has documented the way disciplinary texts and activities are produced and mediated through their relationship to a wide array of extradisciplinary discourses. This article seeks to complement and extend that line of work by drawing upon Witte’s (1992) notion of intertext to address the way disciplinary activities repurpose, or reuse and transform, extradisciplinary practices. Based on text collection and practice-oriented retrospective accounts of one writer’s processes for a number of textual activities, the article argues that the writer’s developing disciplinary writing process as a graduate student in English literature is mediated by practices she repurposed from previous engagements with keeping a prayer journal as a member of a church youth group and generating visual designs for an undergraduate graphic arts class. Ultimately, the article argues for increased theoretical, methodological, and pedagogical attention to the discursive practices persons recruit and reinvigorate across multiple engagements with reading, writing, making, and doing.

Journal
Written Communication
Published
2010-07-01
DOI
10.1177/0741088310373529
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Open Access
Closed
Topics
writing pedagogy graduate education literary studies
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Citation Context

Cited by in this index (12)

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  4. Lockhart et al. (2016)
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