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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a radical change, a before and after, a deep rupture separating very different
experiences, an epiphany that suddenly makes sense of previous experience.
Seventeenth-century spiritual autobiography found this fulcrum in the search for
Remember to make your writing as vivid as possible — don't talk about your
experience. Show your experience to your reader. 1. A new or unfamiliar culture.
Describe how the new culture appeared to you, what was confusing about it, how
Herrington and Curtis (2000, 35) write: "When we attempt to learn a new
discourse, particularly as writers, we are entering a subjectivity, and how we
experience that subjectivity depends on how it fits with our private/personal
sense of identity ...
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An Overview of
Reading and Writing Teaching and Learning Spiritual
Informed or Not by Genre Theory?
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