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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9 TEACHING AND LEARNING A MULTIMODAL GENRE IN A PSYCHOLOGY
COURSE Chris M. Anson Deanna P. Dannels Karen St. Clair Increasingly,
teachers in courses across a range of disciplines are creating assignments that
In our meetings as a group, we settled on two operative questions that would
simultaneously yield some broad speculation about multimodal genres in
teaching and learning, and specific, instructionally helpful feedback for Karen in
her own ...
Finally, not only does our exploration suggest a need for support in students'
acquisition of communication skills in multimodal settings, it also raises more
complex questions about the nature of genre acquisition and performance. As
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An Overview of
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Informed or Not by Genre Theory?
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