@book {618, title = {Genre: An Introduction to History, Theory, Research, and Pedagogy}, series = {Reference Guides to Rhetoric and Composition}, year = {2010}, note = {+also in PDF form at WAC Clearinghouse }, month = {2010}, publisher = {Parlor Press}, organization = {Parlor Press}, address = {West Lafayette, IN}, keywords = {composition, ESP, genre, lingiustics, literature, rhetoric, sociology}, isbn = {254-8879 (this is the SAN; no ISBN listed)}, url = {http://wac.colostate.edu/books/bawarshi_reiff/}, author = {Bawarshi, Anis S. and Reiff, Mary Jo}, editor = {Bazerman, Charles} } @inbook {653, title = {Theory and Practice in New Media Studies}, booktitle = {Digital Media Revisited: Theoretical and Conceptual Innovations in Digital Domains}, year = {2004}, note = {+ book+ pdf }, month = {2004}, pages = {15{\textendash}33}, publisher = {MIT Press}, organization = {MIT Press}, address = {Cambridge, MA}, keywords = {composition, determinism, hypertext, innovation, McLuhan, new genre, new media, Ong, poststructuralism, practice, teaching, theory}, author = {Bolter, Jay David}, editor = {Liestol, Gunnar and Morrison, Andrew and Rasmussen, Terje} } @book {1239, title = {Teaching writing: Craft, art, genre}, year = {2005}, publisher = {National Council of Teachers of English}, organization = {National Council of Teachers of English}, address = {Urbana, Ill}, abstract = {

In today\’s educational climate, it is more important than ever that we prepare our students to be effective and competent writers who can write for a variety of purposes. How can we teach our students the skills they need to be successful while also fostering an appreciation for the process, craft, and art of writing?

Drawing from sound theory and research as well as on many years of experience in the English classroom, Fran Claggett and colleagues Joan Brown, Nancy Patterson, and Louann Reid\ have created a writing teacher\’s resource to help both new and experienced teachers sort through the often complex issues in the teaching of writing. With innovative, teacher-tested strategies for creating a classroom in which students thrive as writers, Teaching Writing: Craft, Art, Genre is a must-have addition to every writing teacher\’s library.
In this volume, you\’ll discover:

192 pp. 2005. Grades 7\–12. ISBN 0-8141-5250-3.

}, keywords = {composition, genre, middle, resource, secondary, teaching, writing}, isbn = {0-8141-5250-3}, author = {Fran Claggett} } @article {1237, title = {Genre [poster]}, journal = {College Composition and Communication}, volume = {62}, year = {2011}, pages = {n. pag}, keywords = {composition, definition, genre, poster, resource, writing process} } @article {700, title = {Personal Genres, Public Voices}, journal = {College Composition and Communication}, volume = {59}, year = {2008}, note = {+ pdf}, month = {2008}, pages = {420{\textendash}450}, abstract = {Writing in personal genres, like autobiography, leads writers to public voices. Publicvoice is a discursive quality of a text that conveys the writer{\textquoteright}s authority and position relative to others. To show how voice and authority depend on genre, I analyze the autobiographies of two writers who take opposing positions on the same topic. By producing texts in genres with recognizable social functions, student writers gain agency. }, keywords = {agency, authority, autobiography, composition, genre, pedagogy}, author = {Danielewicz, Jane} } @book {1238, title = {Genre theory: Teaching, writing, and being}, year = {2008}, publisher = {National Council of Teachers of English}, organization = {National Council of Teachers of English}, address = {Urbana, Ill}, abstract = {

Contemporary genre theory is probably not what you learned in college. Its dynamic focus on writing as a social activity in response to a particular situation makes it a powerful tool for teaching practical skills and preparing students to write beyond the classroom.

Although genre is often viewed as simply a method for labeling different types of writing, Deborah Dean argues that exploring genre theory can help teachers energize their classroom practices.

Genre Theory synthesizes theory and research about genres and provides applications that help teachers artfully address the challenges of teaching high school writing.

Knowledge of genre theory helps teachers:

Because genre theory connects writing and life, Dean\’s applications provide detailed suggestions for class projects\—such as examining want ads, reading fairy tales, and critiquing introductions\—that build on students\’ lived experience with genres. These wide-ranging activities can be modified for a broad variety of grade levels and student interests.

119 pp. 2008. Grades 9\–12. ISBN 978-0-8141-1841-2.

}, keywords = {composition, genre, grades 9-12, high school, resource, teaching, writing}, isbn = {978-0-8141-1841-2}, author = {Deborah Dean} } @article {708, title = {Generalizing about Genre: New Conceptions of an Old Concept}, journal = {College Composition and Communication}, volume = {44}, year = {1993}, note = {+ j}, month = {1993}, pages = {573{\textendash}586}, keywords = {composition, genre, situation}, author = {Devitt, Amy J} } @inbook {1226, title = {The Teaching and Learning of Web Genres in First-Year Composition}, booktitle = {Genre across the Curriculum}, year = {2005}, pages = {196-218}, publisher = {Utah State UP}, organization = {Utah State UP}, address = {Logan, UT}, keywords = {composition, digital media, first year writing, teaching, web genres}, author = {Mike Edwards and Heidi McKee}, editor = {Anne Herrington and Charles Moran} } @article {750, title = {Show and Tell? The Role of Explicit Teaching in the Learning of New Genres}, journal = {Research in the Teaching of English}, volume = {27}, year = {1993}, note = {+ genre}, month = {1993}, pages = {222{\textendash}251}, keywords = {classroom, composition, genre, teaching}, author = {Freedman, Aviva} } @article {751, title = {Wearing Suits to Class: Simulating Genres and Simulations as Genre}, journal = {Written Communication}, volume = {11}, year = {1994}, note = {+ j}, month = {1994}, pages = {193{\textendash}226}, keywords = {classroom, composition, genre, workplace}, author = {Freedman, Aviva and Adam, Christine and Smart, Graham} } @booklet {793, title = {Genre Across the Curriculum}, year = {2005}, note = {+}, month = {2005}, publisher = {Utah State University Press}, address = {Logan, UT}, keywords = {Anson, composition, Dannels, genre, Palmquist, pedagogy, WAC, web, writing}, isbn = {0-87421-600-1}, author = {Herrington, Anne and Moran, Charles} } @inbook {1224, title = {Genre and ESL/EFL Composition Instruction}, booktitle = {Exploring the Dynamics of Second Language Writing}, year = {2003}, pages = {195-217}, publisher = {Cambridge UP}, organization = {Cambridge UP}, address = {Cambridge}, keywords = {composition, EFL, ESL, teaching, writing}, author = {Ann M. Johns}, editor = {Barbara Kroll} } @article {848, title = {Introducing Students to Disciplinary Genres: The Role of the General Composition Course}, journal = {Language and Learning Across the Disciplines}, volume = {1}, year = {1994}, note = {+ genre}, month = {1994}, pages = {63{\textendash}78}, keywords = {classroom, composition, genre}, author = {Linton, Patricia and Madigan, Robert and Johnson, Susan} } @article {875, title = {Discourse Classifications in Nineteenth-Century Rhetorical Pedagogy}, journal = {Southern Speech Communication Journal}, volume = {51}, year = {1986}, note = {+}, month = {1986}, pages = {371{\textendash}384}, keywords = {composition, genre, pedagogy}, author = {Miller, Carolyn R. and Jolliffe, David A.} } @article {926, title = {Rethinking Genre in School and Society: An Activity Theory Analysis}, journal = {Written Communication}, volume = {14}, year = {1997}, note = {+ j (j is missing!)+ genres-comp + pdf }, month = {1997}, pages = {504{\textendash}554}, abstract = {The relation between writing in formal schooling and writing in other social practicesis a central problem in writing research (e.g., critical pedagogy, writing in nonacademic settings, cognition in variable social contexts). How do macro-level social and political structures (forces) affect micro-level literate actions in classrooms and vice versa? To address these questions, the author synthesizes Yrjo Engestrom{\textquoteright}s systems version of Vygotskian cultural-historical activity theory with Charles Bazerman{\textquoteright}s theory of genre systems. The author suggests that this synthesis extends Bakhtinian dialogic theory by providing a broader unit of analysis than text-as-discourse, wider levels of analysis than the dyad, and an expanded theory of dialectic. By tracing the intertextual relations among disciplinary and educational genre systems, through the boundary of classroom genre systems, one can construct a model of ways classroom writing is linked to writing in wider social practices and rethink such issues as agency, task representation, and assessment. }, keywords = {activity, classroom, composition, dialogue, genre, situation, system, Vygotsky, workplace}, author = {Russell, David R.} }