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.

中文翻译：

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检查书面辩论中的互文联系：作为社会参与和回应的学生写作研究

写作研究奖学金很早就了解了基于上下文的学生写作研究的必要性。但是，很少有研究仔细研究学生在学习中如何运用互文关系来撰写论据。本文在一个九年级人文课堂上为期17天的论证写作单元中，使用“互文追踪”的概念来探讨学生如何在写作中建立互文联系并探讨课堂学习的社会动力。对学生最终论文的互文分析揭示了多种资源之间重叠的描写和共鸣，显示了学生在课堂环境中如何建立论据并对紧急情况做出反应。分析主题，结构，词汇追踪也显示学生通过重复，重新排序，回应和扩展老师和同伴提供的课文来建立互文联系。通过这样做，学生担任了策展人（将想法，课程安排和语言融入最终的论证性论文中），从而能够在写作中或通过写作来发展代理。