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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... to urge them to incorporate into their courses more expressive writing, through
journals and other informal writing, they were working to broaden the types and
functions of writing practiced in specific learning contexts across the curriculum ...
The curriculum typically begins with the analysis of examples of the genre with
discussion of function as well as form, followed by scaffolded performance (Cope
and Kalantzis 1993a; Martin 1993; Macken and Slade 1993). The work of the ...
Such was the logic of our curriculum, or, in another language, the "delivered"
curriculum.2 Within the framework of the syllabus, the resume was the first formal
assignment, and it counted, as did the other formal assignments, for 15 percent of
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