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.
Results 1-3 of 26
that there seemed to be no consistency to the grades from her point of view.
Good grades were given sometimes for the quality of expression, sometimes for
the body of information, sometimes for the way the information was analyzed. In
The emphasis on genre in this semester's experiment also provided a basis for
more consistent grading. The clearer expectations set down made the papers
easier to grade, as the students and the grader shared a list of criteria for grading.
to assignment goals and objectives makes the grading task easier. And
arranging for the formal uniting and speaking assignment to be counted for only
one-fifth on the final grade puts the value of the student's performance on the
What people are saying - Write a review
An Overview of
Reading and Writing Teaching and Learning Spiritual
Informed or Not by Genre Theory?
8 other sections not shown