@inbook {594,
	title = {Teaching and Learning a Multimodal Genre in a Psychology Course},
	booktitle = {Genre across the Curriculum},
	year = {2005},
	month = {2005},
	pages = {171{\textendash}191},
	publisher = {Utah State University Press},
	organization = {Utah State University Press},
	address = {Logan, UT},
	keywords = {classroom, genre, teaching, WAC},
	author = {Anson, Chris M. and Dannels, Deanna P. and St. Clair, Karen},
	editor = {Herrington, Anne and Moran, Charles}
}
@book {617,
	title = {Genre and the Invention of the Writer: Reconsidering the Place of Invention in Composition},
	year = {2003},
	month = {2003},
	pages = {216},
	publisher = {Utah State University Press},
	organization = {Utah State University Press},
	address = {Logan, UT},
	keywords = {classroom, genre, genre function, invention},
	isbn = {0874215544},
	author = {Bawarshi, Anis S.}
}
@booklet {645,
	title = {Genre and Writing: Issues, Arguments, Alternatives},
	year = {1997},
	month = {1997},
	publisher = {Boynton/Cook Heinemann},
	address = {Portsmouth, NH},
	abstract = {ntroduction / Wendy Bishop and Hans Ostrom -- Pt. I. Setting                   the Scene: Genre and Composition. 1. Preaching What We
                   Practice as Professionals in Writing / Wendy Bishop -- 
Pt. II. Understanding and (Re)Defining Genre. 2. The Life of Genre,
                   the Life in the Classroom / Charles Bazerman. 3. The Subject of
                   Genre / Thomas P. Helscher. 4. The Yin and Yang of Genres /
                   Irvin Peckham. 5. Genre as Language Standard / Amy J. Devitt.
                   6. Boundary Rhetoric and Disciplinary Genres: Redrawing the
                   Maps in Interdisciplinary Writing / Debra Journet. Response to
                   Bazerman, Helscher, Peckham, Devitt, and Journet / Carrie
                   Shively Leverenz --
Pt. III. The Intersection of Politics and Genre: Race and Class
                   Inside and Outside of Classrooms. 7. White Purposes / William
                   Lyne. 8. Deep-Rooted Cane: Consanguinity, Writing, and Genre
                   / Monifa A. Love and Evans D. Hopkins -- 
Pt. IV. Telling Genres:
                   Narratives of Literary History, Rhetoric, and Research. 9.
                   Countee Cullen: How Teaching Rewrites the Genre of "Writer" /
                   Hans Ostrom. 10. The (Re)making of Genres: The Heian
                   Example / Lynn K. Miyake. 11. Resisting Consolation: Early
                   American Women Poets and the Elegiac Tradition / Allison
                   Giffen. 12. Genre as Relation: On Writing and Reading as Ethical
                   Interaction / Gregory Clark.
                   13. Narratives of the Novice: Genres of Naturalistic Research as
                   "Storied Inquiry" / Jane Detweiler. Response to Jane Detweiler /
                   Carol Severino -- 
Pt. V. The Intersection of Politics Within a
                   Genre: Autobiography, Feminism, and Teaching. 14. American
                   Autobiography and the Politics of Genre / Lynn Z. Bloom. 15.
                   Autobiography and Feminist Writing Pedagogy / Wendy S.
                   Hesford. Response to Wendy Hesford / Eileen Schell -- 
Pt. VI.  Genre on Academic Sites: Students, Teachers, and
                   Technologies. 16. Situating "Genre" and Situated Genres:
                   Understanding Student Writing from a Genre Perspective / Aviva
                   Freedman.
                   17. The Territorial Demands of Form and Process: The Case for
                   Student Writing as a Genre / Ruth M. Mirtz. 18. Genre,
                   Antigenre, and Reinventing the Forms of Conceptualization /
                   Brad Peters. 19. Genre in Writing Workshops: Identity
                   Negotiation and Student-Centered Writing / Robert Brooke and
                   Dale Jacobs. 20. Postings on a Genre of Email / Myka-Michael
                   Spooner and Kathleen Yancey -- 
Pt. VII. The Intersection of
                   Politics and Genre: Shares and Futures for Graduate Education.
                   21. The Role of Writing in English Graduate Education and the
                   "Nexus of Discourses" / Stephen M. North, Lori Anderson and
                   Barbara Chepaitis [et al.]. 22. Alternative Genres for Graduate
                   Student Writing / JoAnn Campbell.
},
	keywords = {classroom, genre},
	author = {Bishop, Wendy and Ostrom, Hans}
}
@article {676,
	title = {Considering Genre in the Digital Literacy Classroom},
	journal = {Reading Online},
	volume = {5},
	year = {2001},
	month = {2001},
	pages = {http://www.readingonline.org/electronic/elec_index.asp?HREF=/electronic/chandler/index.html},
	keywords = {classroom, education, genre, literacy, shrine, webpage},
	url = {http://www.readingonline.org/electronic/elec_index.asp?HREF=/electronic/chandler/index.html},
	author = {Chandler-Olcott, Kelly and Mahar, Donna}
}
@article {710,
	title = {Materiality and Genre in the Study of Discourse Communities},
	journal = {College English},
	volume = {65},
	year = {2003},
	note = {+ j},
	month = {2003},
	pages = {541{\textendash}558},
	keywords = {classroom, ethnography, ethnomethodology, jury instructions, materiality, medical records},
	author = {Devitt, Amy J and Bawarshi, Anis and Reiff, Mary Jo}
}
@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 {753,
	title = {Learning and Teaching Genre},
	year = {1994},
	note = {Duke},
	month = {1994},
	publisher = {Boynton/Cook Heinemann},
	address = {Portsmouth, NH},
	abstract = {Learning and teaching genre / edited by Aviva Freedman and                   Peter Medway.
          Table of
        Contents:
                   Introduction: New Views of Genre and Their Implications for
                   Education / Aviva Freedman and Peter Medway -- 1. Where Is
                   the Classroom? / Charles Bazerman -- 2. With Genre in Mind:
                   The Expressive, Utterance, and Speech Genres in Classroom
                   Discourse / John Hardcastle -- 3. Genres and Knowledge:
                   Students Writing in the Disciplines / Janet Giltrow and Michele
                   Valiquette -- 4. What Counts as Good Writing? Enculturation
                   and Writing Assessment / Pat Currie -- 5. Learning to Operate
                   Successfully in Advanced Level History / Sally Mitchell and
                   Richard Andrews -- 6. From Discourse in Life to Discourse in
                   Art: Teaching Poems as Bakhtinian Speech Genres / Don
                   Bialostosky --
                   7. Language as Personal Resource and as Social Construct:
                   Competing Views of Literacy Pedagogy in Australia / Paul W.
                   Richardson -- 8. Writing in Response to Each Other / John
                   Dixon -- 9. Teaching Genre as Process / Richard M. Coe -- 10.
                   Stoning the Romance: Girls as Resistant Readers and Writers /
                   Pam Gilbert -- 11. Initiating Students into the Genres of
                   Discipline-Based Reading and Writing / Patrick Dias -- 12.
                   Writing Geography: Literacy, Identity, and Schooling / Bill
                   Green and Alison Lee -- 13. Genres for Out-of-School
                   Involvement / Malcolm Kirtley -- 14. Purposes, Not Text Types:
                   Learning Genres Through Experience of Work / Sallyanne
                   Greenwood --
                   15. Speech Genres, Writing Genres, School Genres, and
                   Computer Genres / Russell Hunt.
},
	keywords = {classroom, genre},
	author = {Freedman, Aviva and Medway, Peter}
}
@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 {749,
	title = {Situating Genre: A Rejoinder},
	journal = {Research in the Teaching of English},
	volume = {27},
	year = {1993},
	note = {+ genre},
	month = {1993},
	pages = {272{\textendash}281},
	keywords = {classroom, Fahnestock, genre, teaching, Williams and Colomb},
	author = {Freedman, Aviva}
}
@article {747,
	title = {Learning to Write Again: Discipline-Specific Writing at University},
	journal = {Carleton Papers in Applied Language Studies},
	volume = {4},
	year = {1987},
	note = {+ genre},
	month = {1987},
	pages = {95{\textendash}115},
	keywords = {classroom, discipline, ethnography, genre},
	author = {Freedman, Aviva}
}
@inbook {792,
	title = {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},
	booktitle = {Genre across the Curriculum},
	year = {2005},
	note = {+ b},
	month = {2005},
	pages = {1{\textendash}18},
	publisher = {Utah State University Press},
	organization = {Utah State University Press},
	address = {Logan, UT},
	keywords = {classroom, genre, Sydney school, teaching, WAC},
	author = {Herrington, Anne and Moran, Charles},
	editor = {Herrington, Anne and Moran, Charles}
}
@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}
}
@inbook {863,
	title = {Analysing Genre: Functional Parameters},
	booktitle = {Genre and Institutions: Social Processes in the Workplace and the School},
	year = {1997},
	note = {+ genre},
	month = {1997},
	pages = {3{\textendash}39},
	publisher = {Cassell},
	organization = {Cassell},
	address = {London},
	keywords = {classroom, genre, systemic functional linguistics, workplace},
	author = {Martin, J. R.},
	editor = {Christie, Frances and Martin, J. R.}
}
@inbook {898,
	title = {Writing in Emerging Genres: Student Web Sites in Writing and Writing-Intensive Classes},
	booktitle = {Genre across the Curriculum},
	year = {2005},
	month = {2005},
	pages = {219{\textendash}244},
	publisher = {Utah State University Press},
	organization = {Utah State University Press},
	address = {Logan, UT},
	keywords = {classroom, genre, internet, teaching},
	author = {Palmquist, Mike},
	editor = {Herrington, Anne and Moran, Charles}
}
@inbook {903,
	title = {The Resume as Genre: A Rhetorical Foundation for First-Year Composition},
	booktitle = {Genre across the Curriculum},
	year = {2005},
	note = {+ b},
	month = {2005},
	pages = {152{\textendash}168},
	publisher = {Utah State University Press},
	organization = {Utah State University Press},
	address = {Logan, UT},
	keywords = {classroom, genre, resume, teaching},
	author = {Peagler, T. Shane and Yancey, Kathleen Blake},
	editor = {Herrington, Anne and Moran, Charles}
}
@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.}
}
@article {927,
	title = {Writing and Genre in Higher Education and Workplaces: A Review of Studies That Use Cultural-Historical Activity Theory},
	journal = {Mind, Culture, and Activity},
	volume = {4},
	year = {1997},
	note = {+ genre},
	month = {1997},
	pages = {224{\textendash}237},
	keywords = {classroom, genre, workplace},
	author = {Russell, David R.}
}
