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In Everyday Genres: Writing Assignments across the Disciplines, Mary Soliday calls on genre theory- which proposes that writing cannot be separated from social situation-to analyze the common assignments given to writing students in the college classroom, and to investigate how new writers and expert readers respond to a variety of types of coursework in different fields. This in-depth study of writing pedagogy looks at many challenges facing both instructors and students in college composition classes, and offers a thorough and refreshing exploration of writing experience, ability, and rhetorical situation. Soliday provides an overview of the contemporary theory and research in Writing across the Curriculum programs, focusing specifically on the implementation of the Writing Fellows Program at the City College of New York. Drawing on her direct observations of colleagues and students at the school, she addresses the everyday challenges that novice writers face, such as developing an appropriate "stance" in one's writing, and the intricacies of choosing and developing content. The volume then goes on to address some of the most pressing questions being asked by teachers of composition: To what extent can writing be separated from its situation? How can rhetorical expertise be shared across fields? And to what degree is writing ability local rather than general? Soliday argues that, while writing is closely connected to situation, general rhetorical principles can still be capably applied if those situations are known. The key to improving writing instruction, she maintains, is to construct contexts that expose writers to the social actions that genres perform for readers. Supplementing the author's case study are six appendixes, complete with concrete examples and helpful teaching tools to establish effective classroom practices and exercises in Writing across the Curriculum programs. Packed with useful information and insight, Everyday Genres is an essential volume for both students and teachers seeking to expand their understanding of the nature of writing.
Mary Soliday calls on genre theory- which proposes that writing cannot be separated from social situation-to analyze the common assignments given to writing students in the college classroom, and to investigate how new writers and expert readers respond to a variety of types of coursework in different fields. This in-depth study of writing pedagogy looks at many challenges facing both instructors and students in college composition classes, and offers a thorough and refreshing exploration of writing experience, ability, and rhetorical situation.
In Genres of Listening Xochitl Marsilli-Vargas explores a unique culture of listening and communicating in Buenos Aires. She traces how psychoanalytic listening circulates beyond the clinical setting to become a central element of social interaction and cultural production in the city that has the highest number of practicing psychologists and psychoanalysts in the world. Marsilli-Vargas develops the concept of genres of listening to demonstrate that hearers listen differently, depending on where, how, and to whom they are listening. In particular, she focuses on psychoanalytic listening as a specific genre. Porteños (citizens of Buenos Aires) have developed a “psychoanalytic ear” that emerges during conversational encounters in everyday interactions in which participants offer different interpretations of the hidden meaning the words carry. Marsilli-Vargas does not analyze these interpretations as impositions or interruptions but as productive exchanges. By outlining how psychoanalytic listening operates as a genre, Marsilli-Vargas opens up ways to imagine other modes of listening and forms of social interaction.
GENRE: AN INTRODUCTION TO HISTORY, THEORY, RESEARCH, AND PEDAGOGY provides a critical overview of the rich body of scholarship that has informed a “genre turn” in Rhetoric and Composition, including a range of interdisciplinary perspectives from rhetorical theory, applied linguistics, sociology, philosophy, cognitive psychology, and literary theory.
In The Hundreds Lauren Berlant and Kathleen Stewart speculate on writing, affect, politics, and attention to processes of world-making. The experiment of the one hundred word constraint—each piece is one hundred or multiples of one hundred words long—amplifies the resonance of things that are happening in atmospheres, rhythms of encounter, and scenes that shift the social and conceptual ground. What's an encounter with anything once it's seen as an incitement to composition? What's a concept or a theory if they're no longer seen as a truth effect, but a training in absorption, attention, and framing? The Hundreds includes four indexes in which Andrew Causey, Susan Lepselter, Fred Moten, and Stephen Muecke each respond with their own compositional, conceptual, and formal staging of the worlds of the book.
In Writing Genres, Amy J. Devitt examines genre from rhetorical, social, linguistic, professional, and historical perspectives and explores genre's educational uses, making this volume the most comprehensive view of genre theory today. Writing Genres does not limit itself to literary genres or to ideas of genres as formal conventions but additionally provides a theoretical definition of genre as rhetorical, dynamic, and flexible, which allows scholars to examine the role of genres in academic, professional, and social communities. Writing Genres demonstrates how genres function within their communities rhetorically and socially, how they develop out of their contexts historically, how genres relate to other types of norms and standards in language, and how genres nonetheless enable creativity. Devitt also advocates a critical genre pedagogy based on these ideas and provides a rationale for first-year writing classes grounded in teaching antecedent genres.
In Many Genres, One Craft, award-winning author Michael A. Arnzen and Heidi Ruby Miller gather the voices of today's top genre writers and writing instructors alongside their published students. It fosters the writing process in a way that focuses almost exclusively on writing the novel. Using a compilation of instructional articles penned by well-known authors affiliated with Seton Hill University's acclaimed MFA program in Writing Popular Fiction, the book emphasizes how to write genre novels and commercially appealing fiction. The articles are modeled after actual "learning modules" that have successfully taught students in the program how to reach a wider audience for over a decade.
Casting aside the traditional conception of film as an outgrowth of photography, theater, and the novel, the essays in this volume reassess the relationship between the emergence of film and the broader culture of modernity. Contributors, leading scholars in film and cultural studies, link the popularity of cinema in the late nineteenth century to emerging cultural phenomena such as window shopping, mail-order catalogs, and wax museums.
Genre theory has experienced a renaissance in the last thirty years, but biblical studies has been left in the dark ages of rigid taxonomies and stubborn essentialism. The Bible deserves better. This book offers students in biblical studies an accessible but comprehensive introduction to modern genre theory, providing access to literary tools for understanding how writers and readers use genre to make meaning. In one convenient package, this book first describes the current state of biblical genre theory, what form criticism is, and why it needs to die. It then presents a better alternative based on. the best developments in secular literary theory, linguistics, and rhetorical studies.?? Drawing on modern genre theory, Andrew Judd proposes a working definition of genre for biblical studies as relatively stable conventions that writers and readers use to make meaning in certain contexts but not others. He identifies twelve tenets of modern genre theory that follow from seeing genres in their historical and social context.? The Bible, with its gloriously rich diversity of ancient genres, demands this kind of flexible and historically aware approach to genre. Judd then offers eight case studies in biblical exegesis to show how a better understanding of genre leads to a better understanding of the Bible. Different conceptions of narrative, poetry, gospel, epistle, wisdom and apocalyptic texts lead to vastly different readings. Our disagreements about what the Bible means often boil down to different assumptions about what the biblical text is. From the creation accounts of Genesis to the visions of Revelation, it is important to get a handle on genre. This book offers a way to reading the Bible better.?
Introduction to systemic functional linguistics explores the social semiotic approach to language most closely associated with the work of Michael Halliday and his colleagues>