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Student transitions into the university are often conceived of via an apprentice-type model, or as entrance into a 'community of practice'. This paper disputes the applicability of these models to the indeterminate and opaque nature of student experiences of academic writing, and proposes that emotional destabilization and struggles around identity are a normal part of both transitions and writing. With reference to student text/visual journals and in-depth interviews, it argues for extendingdoi:10.1080/14748460903003626 fatcat:dswhyj2b4fcejikxkeky4sl3ky