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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This was apparently not the case in Tim's experience, and as the analysis of his
writing will show, Tim did not increase his writing skills in the genres of history in
any consistent and significant ways over the course of his undergraduate history
In order to triangulate my analysis of his written work, I also interviewed several
historians with expertise in the subject areas Tim was writing in to place his work
within the larger context of the discourse community of historians and determine ...
A medievalist I asked to review Tim's essay for its fit within the discourse
community of historians pointed out that the single major cause of the differences
in the two texts was in fact that the texts were different genres. Augustine was
writing a ...
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