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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The paper is due within the first month of classes, when the lectures and
discussions are exploring what "spiritual" means in broad terms, separate from
religious worship or the expression of piety. I hope students will come to see "
From the first day of class, when the syllabus was distributed, students also knew
a discussion leader would be chosen at the beginning of each class. The gravity
of that assignment of responsibility did not strike me until Caitlin Dwyer-Huppert ...
The students engaged in discussion, classroom activities, and homework
assignments related to ethos, pathos, logos, as well as the concepts behind the
rhetorical triangle, and as is the case with most of Shane's students, many
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An Overview of
Reading and Writing Teaching and Learning Spiritual
Informed or Not by Genre Theory?
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