Challenging narrow, institutionally-bounded accounts of the relations among writing, the social, and learning, Expanding Literate Landscapes presents five longitudinal case studies of writers to argue for a more dispersed, complexly mediated and heterogeneously situated understanding of trajectories of identity, practice, and literate development.

This article reflects on where and how empirical research, focusing particularly on college/adult writing and literate practice, has appeared over the last century in the complete runs of English Journal, College English, College Composition and Communication, Research in the Teaching of English, and Teaching English in the Two-Year College. Recounting our story of the empirical scholarship published in NCTE’s journals, we first appraise what has been meant by empirical research over the century and clarify how we define it for this article. We then frame that definition by considering how alternative discourse has regularly offered a significant counterpoint to that research. We next turn to the central theme of our reflections, the expanding scene of writing that has developed across the century. Finally, we conclude by considering emergent interests in global scholarship on writing and literate practice.

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.

Drawing from a study of one student’s literate engagements with English studies and fan fiction and related fan art over her two years in an MA program, which also reached back to the earlier writing she did for English classes and other writings before the study began, this article employs sociohistoric theory to examine the profoundly dialogic interplay of vernacular and disciplinary literate activities. Following a detailed look at the student’s extensive involvement with fan fiction, the article elaborates the trajectory of linkages between fan fiction and English studies, paying particular attention to the repurposing of literate practices across these activities, the synergies and tensions that texture such interactions, and the long-term implications they have for the production of literate practice and person. Ultimately, the article argues for increased theoretical, methodological, and pedagogical attention to the heterogeneous assemblage of literate practices and identities that may be mediating literate action and, in particular, to the role vernacular literacies can play in developing disciplinary engagement and vice versa.

Drawn from a longitudinal ethnographic study, this article elaborates the trajectories linking one undergraduates extracurricular journaling to her school writing and her emerging identity as a journalist. This portrait of literate development highlights how our sense of ourselves as literate persons is forged in the interplay of multiple encounters with literacy, private as well as public, and how authoring a literate life means engaging in the ongoing work of reconciling the conflicts and synergies among them.