Genre Across The Curriculum
Anne Herrington, Charles Moran
Utah State University Press, Feb 24, 2005 - Language Arts & Disciplines - 280 pages
Genre across the Curriculum will function as a "good" textbook, one not for the student, but for the teacher, and one with an eye on the context of writing. Here you will find models of practice, descriptions written by teachers who have integrated the teaching of genre into their pedagogy in ways that both support and empower the student writer.
While authors here look at courses across disciplines and across a range of genres, they are similar in presenting genre as situated within specific classrooms, disciplines, and institutions. Their assignments embody the pedagogy of a particular teacher, and student responses here embody students' prior experiences with writing. In each chapter, the authors define a particular genre, define the learning goals implicit in assigning that genre, explain how they help their students work through the assignment, and, finally, discuss how they evaluate the writing their students do in response to their teaching.
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Carson begins the write-up with what I read as a strong topic sentence: 'The most
unnerving element of the West Nile outbreak was its difficulty to diagnose," and
then follows with a long paragraph detailing the twists and turns of this biological
When he read both papers aloud, David thought that Carson's stood out because
he provided so much more detail — a quality he also had seen in Carson's
science in the media journal. Referring to Dawn's paper, David commented: "
Hers is ...
Explicit knowledge of form did appear to be generative for students like Carson.
Though some theorists dispute the value of teaching genre explicitly, in their
reply to Aviva Freedman, Joseph Williams and Gregory Colomb (1993) cite
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An Overview of
Reading and Writing Teaching and Learning Spiritual
Informed or Not by Genre Theory?
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