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 30
These statements reflect the variety of assignments given and the great diversity
of approaches to writing in the faculty and the profession at large. The revised
major writing requirement guidelines called for papers to be submitted "well
In composition, two approaches to genre reflect this dynamic: explicit knowing,
which reflects a community's traditions or expectations, and implicit knowing,
which reflects how individuals meet those expectations. In my view the first
Reid's and Jessica's use of ALT tags reflect a requirement to do so by their
instructor. In their interviews, they indicated that they were unaware of the TITLE
tag, which is intended to serve a function similar to a caption (in contrast to the
ALT tag, ...
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