Student Writing And Genre

Genres across the Disciplines presents cutting edge, corpus-based research into student writing in higher education. Genres across the Disciplines is essential reading for those involved in syllabus and materials design for the development of writing in higher education, as well as for those investigating EAP. The book explores creativity and the use of metaphor as students work towards becoming experts in the genres of their discipline. Grounded in the British Academic Written English (BAWE) corpus, the text is rich with authentic examples of assignment tasks, macrostructures, concordances and keywords. Also available separately as a paperback.

If you believe that all students should have opportunities to write in genres of their choice but aren't sure how, Matt Glover is here to help. In Craft and Process Studies, Matt makes a compelling case for raising student engagement and writing quality by allowing students to choose the genre they want to write in. Then he shows you how with 17 possible units, divided into craft and process studies, that teach important writing skills while also providing opportunities for choice of genre. Matt uses a predictable structure for each unit that includes suggestions for: - applicable grade ranges - time of year to try - key unit goals and questions - mentor texts - minilesson topics - conferring goals. With key teaching points, ideas for how to fit the units into your existing curriculum, and strategies to overcome common roadblocks, Matt gives you all the specific how-to's for implementing the studies even in school settings where writing units are already set. And with 40 classroom videos, you'll see the power of this work in action.

How do we make writing meaningful to students? A leading educator and a popular novelist present a refreshing exploration of how the challenges of professional writers can give students new insights into writing. The Write Genre presents a balanced approach to writing workshops in grades 3–9. It provides hands-on activities that focus on all stages of the writing process, with teacher-directed assignments and self-selected writing lessons that emphasize writing to learn. These unique lessons are designed to help students write with a concrete purpose and audience in mind and complete assignments that are more focused and authentic. Organized around six writing genres, more than fifty mini-lessons deal with specific skills that help students write effective fiction and nonfiction in such genres as: personal memoir— from techniques involving a personal memoir timeline and organizer to great ways to start, create powerful paragraphs, and cut the clutter; fictional narrative— from character, plot, and dialogue to point of view and conflict resolution; informational report— from strategies for reading nonfiction and K-W-L-S organizers to adding voice and style; opinion piece— from loaded words and other persuasive writing techniques to business letters and topical issues; procedural writing —from incorporating visuals and interviewing experts to techniques for writing imperative sentences; poetry – from teaching the "tools" and specific forms of poetry to creating a poetry anthology. For easy classroom implementation, the key elements of many mini-lessons are also presented in reproducible pages, including frameworks, organizers, prompts, checklists, and grids. The book offers chapters devoted to the writing process, writing workshop, and using rubrics for instruction and assessment. The concluding chapter pulls all the threads together with a multi-genre project that involves students in using the skills they have learned throughout the school year.

This book is about how genres affect the ways students understand and engage with their disciplines, offering a fresh approach to genre by using affordances as a key aspect in exploring the work of first year undergraduates who were given the task of reworking an essay by using a different genre. Working within a social semiotic frame of reference, it uses the notion of genre as a clear, articulated tool for discussing the relationship between knowledge and representation. It provides pedagogical solutions to contentions around 'genres', 'disciplines', 'academic discourses' and their relation.

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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.

This book is about how genres affect the ways students understand and engage with their disciplines, offering a fresh approach to genre by using affordances as a key aspect in exploring the work of first year undergraduates who were given the task of reworking an essay by using a different genre. Working within a social semiotic frame of reference, it uses the notion of genre as a clear, articulated tool for discussing the relationship between knowledge and representation. It provides pedagogical solutions to contentions around 'genres', 'disciplines', 'academic discourses' and their relation to student learning, identity and power, showing that, given the opportunity to work with different genres, students develop new ways of understanding and engaging with their disciplines. Providing a strong argument for why a wider repertoire of genres is desirable at university, this study opens up new possibilities for student writing, learning and assessment. It will appeal to teachers, subject specialists, researchers and postgraduates interested in higher education studies, academic literacies, writing in the disciplines and applied linguistics.

Drawing from theory and research that suggests students learn better and more deeply when learning is contextualized and genuinely motivated, the book presents five guiding principles for teaching genre. Emphasizing purposeful communication, it will guide you through teaching students to read, write, speak, and listen to different real-world genres that inspire and engage them."--Pub. desc.