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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What I needed to do, then, what I had failed especially to do with Elva, was
provide a type of scaffolding in the classroom where students would not only be
engaging alternative forms of research writing but would also be looking at why,
The assignment we explore presents specific variations on the meta- genres of
the classroom oral presentation and the classroom handout, brought together in
a single communicative event. The more specific characteristics and constraints
12 WHAT WE'VE LEARNED Implications for Classroom Practice Anne Herri
ngton and Charles Moran In our first chapter, as you may remember, we laid out
what we saw as the territory: the evolution and present state of genre theory as it
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