Teaching Textual Conversations: Intertextuality in the College Reading Classroom

Abstract

In this article, a model of intertextuality is introduced as an instructional approach for postsecondary developmental reading courses. This model involves a scaffolded, schema-building approach to teaching college reading that aims to link core material (a text, a concept, or specific academic content) with supplementary texts that focus on specific topics associated with that core material. The purpose is to facilitate the building of a knowledge base on topics associated with the core material in order for students to engage on a deeper level with that core material. Two exemplar course designs are described: one at a community college and another in an alternative-admissions program in a university setting. Implications for practice and future research possibilities are included.

Additional information

Notes on contributors

Sonya L. Armstrong

Sonya L. Armstrong is an assistant professor of postsecondary literacy at Northern Illinois University where she also directs the College Learning Enhancement Program. Her research interests include areas related to students' academic literacy transitions.

Mary Newman

Mary Newman is an associate professor of English and postsecondary reading at the College of DuPage in Illinois. Her research interests include discipline-specific reading and learning strategies, intertextuality and postsecondary reading.