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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Explicit knowledge of form did appear to be generative for students like Carson.
Though some theorists dispute the value of teaching genre explicitly, in their
reply to Aviva Freedman, Joseph Williams and Gregory Colomb (1993) cite
For these reasons, while WAC programs should help teachers to articulate what
they know about genre and to speak consistently about their expectations,
explicit maps will provide just one window on genre. We must also provide
In previous semesters when students converted essays into Web sites, they
seldom made separate pages dedicated to explicit self-representation; most
instead opted for a few sentences describing themselves at the bottom of the
main index ...
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