Is The Role Of Intertext In The Discourse Community In Intertextuality And The Discourse Community?

Since I arrived in the United States one of the first concepts that was introduced to me was the concept of plagiarism and the severity of its consequences. Since that moment I see myself focusing much more on paraphrasing and not committing plagiarism than the quality of the ideas that I am writing. However, I have noted that most of my ideas and opinions are probably based on somebody else’s work I might have read before. Therefore, is it not plagiarism? In the article “Intertextuality and the Discourse Community,” James E. Porter challenges the idea of what plagiarism truly is. He states that it is almost impossible to write without committing some sort of plagiarism. Instead, Porter introduces the concept of intertextuality, which he

In the article “Intertextuality and the Discourse Community” James Porter points out to the audience that there is no original piece or writing. Porter’s article addresses the concept of plagiarizing. He does not oppose that plagiarizing is wrong, rather he claims that it is inevitable. Porter argues that in all pieces of writing are intertexual. Intertexuality is the idea that all writings have traces and ideas from other past text. Intertextuality is important to completely understand a piece of writing.

In the paper “Inventing the University” by David Bartholomae, he shows the mistakes that basic writers make in college. It shows us what writers are lacking in writing effectively for an academic community. He compares and contrasts the differences between a mater writer and a basic writer. It shows how an expert writer keeps the audience in mind and a struggling writer does not. Bartholomae says that writers in college need to learn to “invent the university” which means they adapt their writing to writing and speak the ideas of an academic setting. Some students may find it hard to develop these new ways of writing and speaking in an academic setting. One way a master writer and a basis writer is different is

To create a piece of fabric, small textile fibers are crisscrossed, stitched, and sewn together. If unraveled, the individual fibers remain, but as a whole, they function collectively to make a larger and more significant piece. This is known as weaving, and it is argued by some literary researchers that this process of weaving can be figuratively applied to procedures of writing by way of intertextuality―the composition theory that claims all texts refer to other texts. From this assertion, James E. Porter’s “Intertextuality and the Discourse Community,” argues originality is nearly impossible to achieve, as no thought originates without influence from other sources; however, after examining the essays “All Writing is Autobiography” by Donald

A discourse community is a group of people involved in and communicating about a particular topic, issue, or in a particular field. According to the criteria conveyed in “The Concept of Discourse Community” by John Swales, Christianity can be considered as a discourse community because of its common goals, medium of communication, participatory mechanisms, specific genres, and its threshold level of members.

Every one of us have our own identity. This identity is shaped and influenced by several external uncontrollable factors that occur simultaneously as we grow up. More specifically, our home, school, society or any particular cultural background that surrounds us. United States is one of the most diversified countries in the world. Most of us come from different discourse communities from around the world. In “Home and Away” BT. Williams argues how this unique identity that we carry along and the discourses we have already learned in our diversified surroundings impact the way we talk, speak and even approach academic writing. He discusses this conflict between the academic discourse in the classroom and primary discourses that the student has

Understand the ways that reader and writer wrote in and beyond the university. On way is writing essays about certain discourse communities like the “Persuasive” essay, where I had to write about a discourse community I was part of and how it used writing. It was a challenging essay on the part where I had to explain and give examples since my discourse community was my criminal justice study group. It was hard to describe how writing took place and make it persuasive showing why writing is important to my discourse community.Second is reading different articles that were connected to different discourse communities from each other. And writing a response to the article was great because it makes me think little and look deeper instead of

In the 2011 article “Helping Students Meet the Challenges of Academic Writing”, educators Linda Fernsten and Mary Reda offer innovative self-reflective writing exercises that post-secondary instructors can employ to help students improve writer self-image and academic writing. The authors’ rationale for reflective and practical writing strategies were developed from direct classroom experience, and are based on four (4) assumptions. Their claim that self-reflective writing can aid student writers in overcoming conflict (due to dominant culture, upbringing, former writing experiences, gender, and other marginalizing factors) to improve writer self-identity is plausible. However, their argument that cross-curriculum academic writing can be improved through self-directed, self-reflective writing requires further investigation.

In “What Is It We Do When We Write Articles Like This One- and How Can We Get Students to Join Us?”, English professor Michael Kleine conducts a research of his own the similarities and the contrasts of students and professors when it comes to writing academic papers- what makes professors differentiate in methods of writing an academic writing piece versus a student and how to have students be more open in writing about their own interests? Mr.Kleine concluded this essential question by observing high school and college students on one Sunday night, writing research papers. He noticed a pattern in all of the students in which they were actually doing, copying. “I know they were writing research papers because they were not writing at all-

“Additionally, issues of identity and values are important factors in neophytes ' abilities and willingness to learn to write in and for new workplaces, as they must choose between ways of thinking and writing with which they are comfortable and new ways that seem foreign or at odds with their identities and values” (Wardle 285) When I was first accepted into The University of Arkansas, the first thing that came to my mind was to put effort into my grades and into building my resume. Those would be my top priories. Before I knew it I had been accepted into a discourse community of members that were striving for the same ideals that I was-The Greek fraternity Lambda Chi Alpha. Through the proses of being an initiate, I learned life long core values of community between other members. Interviewing the president of Lambda Chi Alpha, Luke Crenshaw, I uncovered the rigorous involvement of academic writing skills and how that plays a giant roll in this discourse community. These benefits are included in the values and beliefs of a discourse community.

In “Expectations for College Writing,” the author indicates the importance of thinking and communicating to succeed after college. A writer’s style acknowledges a social or academic expression. A writer’s skill to rationalize ideas and think critically demonstrates an essential technique for enhancing communication in the work environment.

In their book They Say I Say, Gerald Graff, Cathy Birkenstein, and Russel Durst outline strategies writers can use to avoid common mistakes often seen in academic writing. The book thoroughly outlines the different components that make up academic writing, such as initially summarizing what others have said before, responding with original ideas, proving a purpose to the writing, and connecting the writing in a logical and eloquent manner.

Life is like a massive highway that have infinite routes anyone can choose take to reach some type of designated goal. Those various routes lead to distinct exits, where one can discover a group or groups that share similarities dealing with viewpoints, beliefs, or understanding towards a particular goal. These groups can be identified as discourse communities. According to, “The Concept of Discourse Community,” in the textbook, Writing About Writing, John Swales stressed that in order to be classified as a discourse community the group has to have all six defining characteristics. Swales emphasized, “A discourse community has a broadly agreed set of common public goals, mechanisms of intercommunication among its members, uses its participatory mechanisms primarily to provide information and feedback, utilities and hence processes one or more genres in the communicative furtherance of its aims, acquires specific lexis, and has a threshold level of members with a suitable degree of relevant content and discourse expertise” (Swales, 221-222). Keeping this key detail in mind, there is numerous type of discourse out there.

“Hi, Nick! This is Shepard with the University of Oklahoma and I was just giving you a call—I wanted to first congratulate you. We’re going to be sending you a contract offer of admissions.” (Shepard). It was this voicemail that started my journey here at the University of Oklahoma. When I arrived at the University of Oklahoma, I was unsure what to expect in an academic setting. However, after experiencing several discussion sections of varying classes, I developed a better understanding of how language played a role in academics. Although I knew that my social language would be different in an academic setting as compared to a social setting, it was not until I took English composition that I was fully able to understand the significance of that language plays in education. Because of my experiences at the University of Oklahoma, I now comprehend that, in an academic setting, patience, professionalism, and interaction are all necessary forms of language that must be used in order to fully grasp elements of education that are not written inside of textbooks.

When I first came to RIT, I had never even heard of discourses before, let alone write an entire essay on it in roughly a week. I suppose then that this could be considered a separate discourse itself. When I was in high school, our teachers had us focusing on completing essays solely based on discovering the author’s purpose and using literary elements to support our thesis statements. There it did not matter what our background was; we had to get through the work and were almost required to write it to a perfect state, otherwise it would not be considered as college material. Upon arriving at college, the classwork attitudes changed drastically. Here near perfectionism was not stressed and the backgrounds of students were taken into consideration for classes. With so many discourses present it a classroom, one would think that it would be difficult to accommodate everyone, but for me, it is a discourse that is surprisingly easier to adjust to. Instead of having everyone adjust to one specific discourse, everyone is permitted to their own discourses and contribute to the community. Similarly, Williams explains how these discourses impact conflicts that could arise between students and teachers in the academic classroom. In “Home and Away: The tensions of community, literacy, and identity,” Bronwyn T. Williams argues to researchers and teachers so that they understand that because everyone comes from different backgrounds. They all will not learn the same way and have