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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confessional to collective and historical. Recent studies by James Olney (Memory
and Narrative ) and John Eakins (How Our Lives Become Stories )
are useful for their careful explication of this more inclusive view of the genre.
In one student guidebook for writing history, the author (Storey 1999) advises
using one of two types of structure — either a narrative with analysis embedded,
or an analysis with narrative embedded. Stockton (1995), a rhetorician, also
Perhaps this second beginning feels satisfying to me as the literate lay reader
because Ewa realized that rather than producing a "narrative of science," she
should produce what Greg Myers terms "a narrative of nature," which succeeds
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An Overview of
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Informed or Not by Genre Theory?
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