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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College Composition and Communication 51: 417-46. de Casiol, Maria Gonzalez
, and Mary C. Dyson. 2002. Identifying Graphic Conventions for Genre Definition
in Web Sites. Digital Creativity 13.3: 165-81. de Jesus, Carolina Maria. 1962.
Computers and Composition 18.2: 177-86. Williams, Joseph, and Gregory
Colomb. 1993. The Case for Explicit Teaching: Why What You Don't Know Won't
Help You. Research in the Teaching of English 27: 252-64. Williams, Sean D.
She has published in the fields of communication, composition, education, and
technical communication. She is the guest editor of a special issue of
Communication Education (1/05) focused on oral genres in the disciplines. Mike
Edwards is ...
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