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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Who or what did you lose? How did you learn about this loss? What feelings and
sensations did you have? How did you deal with those feelings? What have you
gained from the experience? 2. A fight and its outcome. Describe a fight you had
Describe how the new culture appeared to you, what was confusing about it, how
you tried to adapt to it. This might be an experience of traveling, of changing
schools or neighborhoods, or it could be more radical, such as the experiences of
For example, Jonathan argues that the Guardian relies on more neutral language
to describe the event than does the Free Press: 'The Guardian recognizes the
significant resistance [toward antibiotics] but is much less shocking" in its choice ...
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