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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Sites of narration are equally important and condition the audience in how to
read a story: a southern plantation, the city of Baltimore, the Great Plains and the
reservation, an internment camp for Japanese Americans, an African village and
It made me learn how to open up and not hold anything back"; "I've found that
incorporating lots of emotion is more effective in telling your story." The
Importance of Description and Detail Students seem to have discovered for
themselves how ...
In an evolutionary biology class she had written a story in a "Dr. Seuss style" to
explain how a fantastic population had evolved. She saw both that story and the
mini- review as the types of assignments developed by faculty who are interested
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An Overview of
Reading and Writing Teaching and Learning Spiritual
Informed or Not by Genre Theory?
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