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 26
merged representations, which are further enabled by new technologies that
bring together text, speech, and visual media. In a teacher-education course at
the University of Sydney, for example, students must compose the equivalent of
Orally (body language, easier than writing, can show emotion) 40% In writing (
easier to organize thoughts, nervous with oral, can revise) 60% The handouts
themselves represented range of styles, textual density, and use of visuals.
Multiplying Meaning: Visual and Verbal Semiotics in Scientific Text. In Reading
Science: Critical and Functional Perspectives on Discourses of Science, edited
by James Martin and Robert Veel, 87-113. London: Routledge. . 2002a.
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