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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Still, we suspect that few history professors are familiar with the body of
scholarship on genre theory and its application to writing pedagogy cited in this
chapter and throughout this book. Perhaps they should be, for it addresses the
GENRE IN OUR CONTEXT Cope and Kalantzis have been among the leading
proponents of an approach to literacy pedagogy that foregrounds genre. They
define genres as "conventional structures which have evolved as pragmatic ...
Although our work does not fully answer these questions, our informal
exploration suggests that when moving from single to multimodal genre
pedagogy, the instructional complexities are also exponentially multiplied.
Further research and ...
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An Overview of
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Informed or Not by Genre Theory?
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