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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In a context where close to 90 percent of students study through the medium of
English (their second language) , literacy practices take on an instrumental
character, functional to the externally set examinations that students have to pass
On the basis of our experience and research, we believe that for literacy teaching
to be successful in contexts where students are entering into discourses
substantially different from their earlier socialization, students' identities have to
Genre across the Curriculum American first-year college writing courses operate
without a powerful context: they are designed to teach academic writing, hut what
kind of academic writing? Which of the many particular discourses, and, within ...
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