Assessing Intertextuality: Toward a Competence Framework for Dialogic Meaning-Making in Academic Writing
DOI:
https://doi.org/10.54213/flip.v5i1.1089Keywords:
intertextuality, academic writing, dialogic theory, competence framework, critical literature reviewAbstract
Intertextuality is central to academic writing yet remains one of the most overlooked and underdeveloped competencies in instructional practice. Students are often taught to follow citation rules but are rarely guided to engage sources as part of a dialogic process of meaning-making. This study proposes a multidimensional framework of intertextual competence, developed through an integrative synthesis of 65 theoretical and empirical studies spanning applied linguistics, writing pedagogy, and discourse studies. The framework identifies four core dimensions: cognitive, linguistic, sociocultural, and instructional. Each dimension is defined by specific indicators that capture how students interpret, integrate, and transform textual voices within academic discourse. Findings suggest that intertextual competence extends beyond citation accuracy, encompassing rhetorical reasoning, authorial positioning, and the capacity to negotiate epistemic agency. The framework offers pedagogically actionable insights for designing instruction and assessment that support academic voice development, particularly in EFL and multilingual contexts. This study is especially relevant for writing instructors, curriculum designers, and researchers in applied linguistics seeking to cultivate dialogic, critically engaged academic writers.
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