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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(2000); Black Elk Speaks, as told to John Neihardt (1932); Obasan, by Joy
Kogawa (1994); Dreams of My Russian Summers, by Andrei Makine (1997); Of
Water and the Spirit, by Malidoma Patrice Some (1995); and The Far East Comes
... portrayal of a person important to the autobiographer's self-understanding (
such as Andrei Makine's French grandmother in Dreams of My Russian Summers
) or a moment in which the meaning of life for the autobiographer changed utterly.
Choose only one of the following questions, and answer it in a well-organized
essay of approximately four double-spaced pages (one thousand words). The
books are Obasan, Joy Kogawa; Dreams of My Russian Summers, Andrei
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An Overview of
Reading and Writing Teaching and Learning Spiritual
Informed or Not by Genre Theory?
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