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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David told me a mini-review should "highlight the critical issues in an area of
research, expose the assumptions and limitations of current approaches, and
suggest promising avenues for further inquiry." Because most readers of a mini-
Learning the form of the academic conversation is combined with working out its
semantics and one's own role as a critical participant. Our approach
conceptualizes the genre of the academic essay as an instance of discourse. The
task is not ...
Many feel that it is easier to assimilate to the dominant discourses than to try to be
critical participants. In the face of this, it seems important to acknowledge the
extent to which students make strategic choices based on their own agendas (
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