About GXB

Genre is a concept and construct that crosses disciplinary, national, methodological, conceptual, and pedagogical borders. The aim of "Genre across Borders" (GXB) is to advance genre theory and research by helping scholars and students cross these borders through access and scholarly contribution to reference guides and online networking. More about GXB.

GXB Member Profile

Fatma

FLSH
English Language department
Phd student
teacher

Sample Bibliography

Upcoming Events & CFPs

Saturday May 30, 2015 - 2:00 pm to Monday June 01, 2015 - 2:00 pm

Canadian Association for the Study of Discourse and Writing / Association canadienne de rédactologie. Save the date and see you in Ottawa!

Glossary Sample

A class of cybergenres in which the new genre emerges directly from a "genre existing in other media" (Shepherd & Watters, 1998, p. 2)....


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Welcome

Genre is a concept and construct that crosses disciplinary, national, methodological, conceptual, and pedagogical borders. The aim of "Genre across Borders" (GXB) is to advance genre theory and research by helping scholars and students cross these borders. It combines two primary functions:

  1. GXB is a reference guide to scholarship in the many fields of genre study—glossary, bibliography, and overviews of research in multiple disciplines.
  2. GXB is a networking portal for scholars to connect with each other and with other internet resources—calendar, live feeds from internet sources, profiles of other genre scholars, contributions of course and curriculum materials, opportunities to discuss research problems or find a collaborator.

Both of these functions require active input from users to:

  • add new glossary and bibliography entries
  • tag or expand existing entries
  • extend or comment on the disciplinary overviews
  • add an item to the calendar
  • contribute your teaching materials
  • register and post your research profile

Glossary Sample

Given Schryer's (2000) definition of genres as "constellations of . . . improvisational strategies with chronotopic orientations" (p. 450), she later distinguished two types of resources acquired by apprentices in professional contexts that allow them to improvise strategically. These are regulated resources and regularized resources. "Regularized resources . . . refer to strategies that emerge from practice situations and are more tacit [than regulated resources]" (Schryer & Spoel, 2005, p. 250, emphasis original).