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 52
Genres are, in her definition, "typified rhetorical actions based in recurrent
situations" (159). Drawing on Aristotle, Burke, and Bitzer, she grounds her work
with genre firmly in the rhetorical tradition. 'The understanding of rhetorical genre
that I ...
Specifically, it could locate our vocabulary of writing — writing, processes,
practice, genre, rhetorical situation, and so on — and it could highlight in
particular the rhetorical situation and how every writing, even the apparently
formulaic resume, ...
the particular resume to examine the way that resume functioned rhetorically.
Here we provided some basic questions such as: In what ways is each of your
categories different? In what ways are these categories similar? What do the
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