Authors: Aviva Freedman, Peter Madway
ISBN-13: 9780867093445, ISBN-10: 0867093447
Format: Paperback
Publisher: Heinemann
Date Published: November 1994
Edition: 1st Edition
Aviva Freedman has been studying the composing process and the development of writing abilities for the past fifteen years. Over that same period, she has also supervised a writing center a Carleton University in Canada and has taught courses on writing research, composition theory, and genre studies as part of a post-graduate program offered to practicing teachers by the Department of Linguistics and Applied Language Studies. Her current research includes investigations into differences and similarities between school and workplace writing.
This collection examines academic genres - types of writing produced by students in secondary school and college - from the perspective of genre as social action. Such a perspective expands the understanding of what students do when they learn new school genres, of what teachers and institutions do to enhance and constrain such learning, and of what all this signifies for conceptions of writing pedagogy.
The book begins with an overview of the reconception of genre study. The essays that follow have an interest in genre, particularly those that appear in educational settings as instances of either student reading or writing. Common motifs recur throughout: questions are raised concerning learning and teaching new genres, the ideological power of genres read and written, and the power of the teacher, curriculum planner, or student to invent new genres or to resist and subvert those that exist. Throughout, the contributors give detailed accounts of successful classroom practices.
Learning and Teaching Genre brings recent developments in research and thinking about written genres to the attention of high school and college teachers, and illustrates how that work can effectively inform classroom practice.
Preface | ||
Introduction: New Views of Genre and Their Implications for Education | 1 | |
1 | Where Is the Classroom? | 25 |
2 | With Genre in Mind: The Expressive, Utterance, and Speech Genres in Classroom Discourse | 31 |
3 | Genres and Knowledge: Students Writing in the Disciplines | 47 |
4 | What Counts as Good Writing? Enculturation and Writing Assessment | 63 |
5 | Learning to Operate Successfully in Advanced Level History | 81 |
6 | From Discourse in Life to Discourse in Art: Teaching Poems as Bakhtinian Speech Genres | 105 |
7 | Language as Personal Resource and as Social Construct: Competing Views of Literacy Pedagogy in Australia | 117 |
8 | Writing in Response to Each Other | 143 |
9 | Teaching Genre as Process | 157 |
10 | Stoning the Romance: Girls as Resistant Readers and Writers | 173 |
11 | Initiating Students into the Genres of Discipline-Based Reading and Writing | 193 |
12 | Writing Geography: Literacy, Identity, and Schooling | 207 |
13 | Genres for Out-of-School Involvement | 227 |
14 | Purposes, Not Text Types: Learning Genres Through Experience of Work | 237 |
15 | Speech Genres, Writing Genres, School Genres, and Computer Genres | 243 |
Contributors | 263 |