摘要：Drawing on three cases from a larger (N=169) longitudinal study of studentwriting development, this article shows how STEM students “rewrote” disciplines to suittheir writerly purposes as they moved through their undergraduate years. Students madeit clear that the institutional dimensions of disciplines, visible in administrative units ordepartments that control resources and records, remained visible in their mentallandscapes, but they had a much more flexible view of the epistemological dimensions ofdisciplines. Rather than entering a field as novices aiming to emulate the writing of itsexperts, they drew on the intellectual resources of multiple disciplines in order to carryout their own projects. The goals and choices of these students suggest that the term newdisciplinarity has implications for the ways WID is conceptualized. As theorized byMarkovitch and Shinn (2011, 2012), new disciplinarity posits elasticity as a central featureof disciplines, calls the spaces between disciplines borderlands, and affirms the dynamicnature of projects and borderlands with the term temporality. As such, new disciplinarityoffers terms and a theoretical framework that conceptualize the intellectual negotiationsof students.
