Intertextuality is a vital component of college reading and writing. In order to write a paper that requires the synthesizing of readings, students must recognize the intertextual connections among all their sources. Instruction that fosters intertextual awareness in basic writers can help them overcome their tendency to compartmentalize what they learn from academic texts and thereby help them make rich connections among the texts they read and write. This article discusses academic intertextuality as experience and a function of memory and a habit of mind. The author suggests that to help students make the shift away from compartmentalization, educators might begin by creating units that rely heavily on intertextuality. (Contains 1 note.)