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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As Randall Freisinger has written, "Language for learning is different from
language for informing" (1980, 155). This more dismissive view of the learning
potential of transactional functions was also linked for Britton et al. with their
priority of teaching the genres of history writing to undergraduate history majors.
And as the case study will demonstrate, Tim made few improvements in his
history essays from his freshman through junior years, the point at which he ...
The introductory chemistry and biology classes Caitlin had taken required only
short answers on exams, and though she felt those short answers had led her to
practice writing out her understanding of processes as she studied them, they ...
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An Overview of
Reading and Writing Teaching and Learning Spiritual
Informed or Not by Genre Theory?
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