Edited by Anne Herrington and Charles Moran
American first-year college writing courses operate without a powerful context: they are designed to teach academic writing, but what kind of academic writing? Which of the many particular discourses, and, within those discourses, which recurring social situations? Lacking a clear context to refer to, textbook authors inevitably privilege form. 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. The first book to represent genre in practice among teachers and students, Genre across the Curriculum will be of interest to composition scholars and to teachers of writing from across the disciplines.
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Chapter 1. The Idea of Genre in Theory and Practice: An Overview of the Work in Genre in the Fields of Composition and Rhetoric and New Genre Studies, Anne Herrington and Charles Moran
Part 1. Genre Across the Curriculum: General Education and Courses for Majors
Chapter 2. Reading and Writing, Teaching and Learning Spiritual Autobiography, Elizabeth A. Petroff
Chapter 3. Writing History: Informed or Not by Genre Theory? Anne Beaufort and John A. Williams
Chapter 4. Mapping Classroom Genres in a Science in Society Course, Mary Soliday
Chapter 5. “What’s Cool Here?” Collaboratively Learning Genre in Biology, Anne Ellen Geller
Part 2: Genres in First-Year Writing Courses
Chapter 6. “I Was Just Never Exposed to This Argument Thing”: Using a Genre Approach to Teach Academic Writing to ESL Students in the Humanities, Rochelle Kapp and Bongi Bangeni
Chapter 7. “Getting on the Right Side of It”: Problematizing and Rethinking the Research Paper Genre in the College Composition Course, Carmen Kynard
Chapter 8. The Resumé as Genre: A Rhetorical Foundation for First-Year Composition, T. Shane Peagler and Kathleen Blake Yancey
Part 3: Mixing Media, Evolving Genres
Chapter 9. Teaching and Learning a Multimodal Genre in a Psychology Course, Chris M. Anson, Deanna P. Dannels, and Karen St. Clair
Chapter 10. The Teaching and Learning of Web Genres in First-Year Composition, Mike Edwards and Heidi McKee
Chapter 11. Writing in Emerging Genres: Student Web Sites in Writing and Writing-Intensive Classes, Mike Palmquist
Chapter 12. What We Have Learned: Implications for Classroom Practice, Anne Herrington and Charles Moran
Publication Information: Herrington, Anne, & Charles, Moran (Eds.) (2005). Genre Across the Curriculum: Utah State University Press. https://digitalcommons.usu.edu/usupress_pubs/152
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