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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For writing to learn advocates in the United States, the approach of Britton and
colleagues was compatible with the view of writing as personal growth that
issues from the 1966 Dartmouth Conference and progressive, expressivist
traditions that ...
The British newspaper reports "on the possibility of the number of deaths by
infections rising above 100,000 per year in the United States. [This is a useless
comment] because it is broad, general, and out of context. They should also
... two readings to one another. Some typical paper topics throughout the term
consisted of the following: • comparisons of living in poverty as a black child in
the Caribbean or as a Caribbean American in the United States to excerpts from
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An Overview of
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Informed or Not by Genre Theory?
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