The aim of this review is to identify and examine the rhetorical features, conventions, and sociocultural contexts that students engage when they enter an academic discourse community. The review seeks to identify and analyze the intertextual relationships between teacher/authority recommendations and the development of student autonomy and voice in revising texts; the interaction and conflicts between students' personal experience and the development of a professional persona and voice in academic discourse; and the interaction between the institutional/disciplinary, cultural, and social contexts and students' personal experience and prior knowledge as they learn to compose academic discourse. It also examines how teacher/student conflict may create a dynamic that alters both the role of the participants and the processes for creating disciplinary knowledge. After a critique of the studies, suggestions are offered about areas to the explored for additional research to identify instructional methods and contexts for teaching writing in and across the disciplines. Contains 13 references. (Author/RS)