Importance Of Extra Disciplinary Activities

Extra Disciplinary Activities as a Writing Strategy James E. Porter, the author of the text, Intertextuality and the Discourse Community, says that intertextuality is “the principle that all writing and speech—indeed, all signs—arise from a single network: what Vygotsky called “the web of meaning” (Porter 396). The “single network” that connects all of these ideas actually has many smaller aspects that create the buildup of this concept. Intertextuality can be considered knowledge from previously read texts, personal experience, or the less obvious form, extra-disciplinary activities. In my opinion, extra-disciplinary activities can be a very important type of intertextuality that is looked over a majority of the time. In a report written

Such as, in her prayer journals for church, studies of visual designs in graphic arts, and writing in English literature classes(Roozen 157). Roozen claims that “practiced employed in the invention and production of semiotic texts are not solely a product of a particular disciplinary setting, but rather from multiple engagements with texts(Roozen 160).” Meaning that, previously read texts with discourse similar to what the new text is about is not the only sources that are used. This report done by Roozen supports and extends Porter’s text of intertextuality and Prior’s writings about the writing process in his

After serving in the military and attending college, Villanueva did not considered himself good at English. He often would put off his work until the last minute where then he would only write whatever came to his mind, therefore, often failing. At one point during Villanueva’s schooling, he attempted to get to know the language necessary for the essays he was required to write by reading text’s written by his professor that were found in the library. For example, if his professor began his/her texts with anecdotes or no personal pronouns, he would do the same (Villanueva 112). Villanueva states, “I was both devastated and determined, may not belonging was verified but I was not ready to be shut down, not so quickly” (Villanueva 111). He realized that he was not doing well and attempted to change that. Villanueva then would write his due assignments using the structure similar to his professors in hope that this would give him a better grade. Villanueva did not use any personal techniques, such as Rachels did, to his work, but rather only what he believed was expected. As a result,Villanueva soon became disappointed with himself because he knew he wasn’t doing the best that he could. Like Rachels, Villanueva became obsessed with doing well in school. After he began using this strategy he received A’s and B’s on