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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What are genres in writing? Do they exist as ideal forms in an empyrean, or in the
structures of the brain? Or are these forms to be found in the language that
participates in recurring social action? And how are these genres, once
Genres, or the individual texts a historian writes, do not exist alone, as single
points of communication. Rather, genres are a part of a whole activity system, a
discourse community of historians who pursue writing projects as part of ongoing
... mini-review is, why mini- reviews exist, and why we would want to read them.
What was cool about the workshops was that they created a space where David
and I, symbiotic translators, could help the students explore a new genre. Though
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An Overview of
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Informed or Not by Genre Theory?
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