The many examples of intertextual connections in this study depict the classroom 'cento' and highlight the need for the teacher to undertake the role of 'centoist'--responsible for weaving and assembling the 'patchwork voices' into a cohesive balanced form without diminishing the unique learning potential within each individual utterance.
The teacher, as centoist, ensures there is a wide variety of quality texts available which includes factual texts, literature, everyday texts such as newspapers and magazines, and access to technological texts.