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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In the preceding essay, on the relationship between language and identity,
students have to develop a logical argument at its most basic level, that is,
demonstrate that they can construct a position in relation to the different views in
The text goes on to historicize linguistic and structural racism as well as important
research on black language varieties. Gail had an elementary school-age
daughter in the New York public school system who was placed in speech
Similarly, another made the connection to classical literature, and in particular to
the language appropriate there: "I had always been told that genre referred to
poetry and other classical literature. I was unaware of the fact that resumes could
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