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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the social situation, also through classroom discourse, the students' responses,
and David's judgment of what the students had learned. Four questions organize
the study of genre in David's course that I describe in this essay: • What genres ...
Jonathan fulfilled David's genre expectations, but to a certain extent, he did so on
his own terms. Jonathan did not fully grasp what David wanted through the
official description of the assignment, but, as he indicated, he understood the
complicated for David as the craft of writing the genre was for his students. Yet it
was as satisfying for David (and for me) to learn to teach the genre as it was for
his students to learn to write it. In this chapter, I want to consider the relationship ...
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