Building Genre Knowledge

Through close examination of the stories of these writers, BUILDING GENRE KNOWLEDGE articulates a theory of genre knowledge development that allows for complexity across individuals, communities, and tasks.

Author: Christine M. Tardy

Publisher:

ISBN: 1602351139

Category: Foreign Language Study

Page: 323

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BUILDING GENRE KNOWLEDGE traces the writing of four multilingual graduate students in engineering and computer sciences over time, offering a window into the writers' processes in developing increasingly sophisticated knowledge of academic and professional genres. These in-depth longitudinal case studies follow the writers' trajectories through the overlapping settings of writing classrooms, disciplinary content classrooms, and scholarly research. The writers' texts, interview discussions, professors' feedback, and classroom experiences together construct a rich picture of the conflicts that they encounter and the learning resources available to them in different settings over time. Through close examination of the stories of these writers, BUILDING GENRE KNOWLEDGE articulates a theory of genre knowledge development that allows for complexity across individuals, communities, and tasks. After first outlining an accessible model of genre knowledge that encompasses multiple knowledge domains, the book explores the ways in which writers develop increasingly sophisticated genre knowledge as they move through their graduate education. Adopting an interdisciplinary perspective, BUILDING GENRE KNOWLEDGE provides a unique look into the processes of building genre knowledge while offering a dynamic theory of those processes that is inclusive of both monolingual and multilingual writers-a necessary move in today's linguistically diverse classrooms. It will therefore be of great interest to researchers and practitioners in both first and second language writing studies. CHRISTINE M. TARDY is an Assistant Professor of Writing, Rhetoric, and Discourse at DePaul University in Chicago, where she serves as Graduate Director and teaches courses in writing, teacher education, and applied linguistics. She has taught English as a second or foreign language in the U.S., Czech Republic, Japan, and Turkey. She has published extensively in the areas of genre and discourse studies, second language writing, and academic writing instruction.

Building Genre Knowledge

Building. Genre. Knowledge. Since the late 1980s, genre studies has been a
vibrant interdisciplinary and international ... into the learning process, a
comprehensive theory of how learners build genre knowledge—that is, a theory
that takes ...

Author: Christine Tardy

Publisher: Parlor Press LLC

ISBN: 9781602355156

Category: Foreign Language Study

Page: 331

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Adopting an interdisciplinary perspective, BUILDING GENRE KNOWLEDGE provides a unique look into the processes of building genre knowledge while offering a dynamic theory of those processes that is inclusive of both monolingual and multilingual writers—a necessary move in today’s linguistically diverse classrooms. It will therefore be of great interest to researchers and practitioners in both first and second language writing studies.

Verbal Communication

Genre knowledge can motivate connections, as in the case of a student who
successfully drew on his previous knowledge (of ... of genre knowledge of four
multilingual graduate students in engineering and computer sciences (Building
Genre ...

Author: Andrea Rocci

Publisher: Walter de Gruyter GmbH & Co KG

ISBN: 9783110394696

Category: Language Arts & Disciplines

Page: 614

View: 989

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Common sense tells us that verbal communication should be a central concern both for the study of communication and for the study of language. Language is the most pervasive means of communication in human societies, especially if we consider the huge gamut of communication phenomena where spoken and written language combines with other modalities, such as gestures or pictures. Most communication researchers have to deal with issues of language use in their work. Classic methods in communication research - from content analysis to interviews and questionnaires, not to mention the obvious cases of rhetorical analysis and discourse analysis - presuppose the understanding of the meaning of spontaneous or elicited verbal productions. Despite its pervasiveness, verbal communication does not currently define one cohesive and distinct subfield within the communication discipline. The Handbook of Verbal Communication seeks to address this gap. In doing so, it draws not only on the communication discipline, but also on the rich interdisciplinary research on language and communication that developed over the last fifty years as linguistics interacted with the social sciences and the cognitive sciences. The interaction of linguistic research with the social sciences has produced a plethora of approaches to the study of meanings in social context - from conversation analysis to critical discourse analysis, while cognitive research on verbal communication, carried out in cognitive pragmatics as well as in cognitive linguistics, has offered insights into the interaction between language, inference and persuasion and into cognitive processes such as framing or metaphorical mapping. The Handbook of Verbal Communication volume takes into account these two traditions selecting those issues and themes that are most relevant for communication scholars. It addresses background matters such as the evolution of human verbal communication and the relationship between verbal and non-verbal means of communication and offers a an extensive discussion of the explicit and implicit meanings of verbal messages, with a focus on emotive and figurative meanings. Conversation and fundamental types of discourse, such as argument and narrative, are presented in-depth, as is the key notion of discourse genre. The nature of writing systems as well as the interaction of spoken or written language with non-verbal modalities are devoted ample attention. Different contexts of language use are considered, from the mass media and the new media to the organizational contexts. Cultural and linguistic diversity is addressed, with a focus on phenomena such as multilingual communication and translation. A key feature of the volume is the coverage of verbal communication quality. Quality is examined both from a cognitive and from a social perspective. It covers topics that range from to the cognitive processes underlying deceptive communication to the methods that can be used to assess the quality of texts in an organizational context.

Building a Knowledge Base in Reading

How is background knowledge used in constructing meaning ? What kind of
sense is made of the texts ... apply to understand this text ( e . g . , story structure ,
formats , literary elements , genres , and particular authors ) ? Ways to document
 ...

Author: Jane Braunger

Publisher:

ISBN: UVA:X004206007

Category: Language acquisition

Page: 106

View: 170

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The Oral literate Connection

Although most of these genres bear little resemblance to a thesis in form , content
, or rhetorical goals , together they help graduate writers build a richer
understanding of the thesis . They feed into the writer ' s genre knowledge ,
creating a ...

Author: Diane Dewhurst Belcher

Publisher: University of Michigan Press ELT

ISBN: UOM:39015079156827

Category: Education

Page: 332

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The Oral-Literate Connection: Perspectives on L2 Speaking, Writing, and Other Media Interactionspresents the most current insights from research and theory on the numerous ways in which L2 speaking and writing support and enhance each other. Contributors to this collection not only report on recent research and theoretical developments but also on state-of-the-art pedagogical practices linking oral skills and literacy. Although research and theory are informed by practice throughout the text's four parts, the thematic organization proceeds from more theoretical and research-oriented issues to more classroom-based perspectives: § Theory and research on the interaction between speaking and writing § How speaking scaffolds writing § How writing scaffolds speaking § How technology bridges speaking and writing This volume offers readers both a compelling rationale for connecting speaking and writing in the L2 classroom and an informed means of making these connections. A wide array of theoretical and classroom-oriented topics is offered, ranging from sociocultural and second-language acquisition theory to classroom concordancing and blogging. The book has a foreword by John M. Swales and an Afterword by Paul Kei Matsuda.

Genre Practice and the Composition Classroom

After students gained genre knowledge through on - site experience , they
collaboratively wrote genres such as ... on my students ' unique background
knowledge as a way to build a genre metalanguage that prepared them for
research into ...

Author: Meghan E. Bacino

Publisher: ProQuest

ISBN: MSU:31293030624666

Category: Creative writing

Page: 680

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College Writing and Beyond

Related to topic knowledge is the strategic knowledge needed to work with a
given subject matter , i.e. knowledge of ... In addition , there were no discernible
signs of sustained progress in building genre knowledge : one essay in which
key ...

Author: Anne Beaufort

Publisher:

ISBN: UCSC:32106018882529

Category: Education

Page: 242

View: 517

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Publisher description

Building on the First Century

RESULTS The model is a picture of the knowledge base of the searcher and a
description of how this knowledge is encoded ... GENRES Science Fiction
Westerns Romances Novels Mysteries Bibliographies Nonfiction TERTIARY
SOURCES ...

Author: Association of College and Research Libraries. National Conference

Publisher: Chicago : The Association

ISBN: 0838972896

Category: Language Arts & Disciplines

Page: 353

View: 595

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Each volume of the Platinum Vignettes series presents 50 ultra-high-yield case scenarios of frequently tested topics to give you a clear advantage on the vignette-based Step 1 exam. Plus, the case discussions provide a wealth of tips, insights, buzzwords, advice on handling distractors, and guidance on just what the boards will ask and how to answer.

Building Academic Literacy

The Social Dimension: Building a Reading Inquiry Community The social
dimension in the Reading Apprenticeship framework involves developing a ...
and ways of solving comprehension problems, they build both content
knowledge and a repertoire of reading strategies. ... signals—the particular ways
ideas are organized and expressed in various different disciplines and genres
within each discipline.

Author: Audrey Fielding

Publisher: Jossey-Bass

ISBN: UCSC:32106016515253

Category: Education

Page: 180

View: 255

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Boost the Engagement and Achievement of Adolescent Readers Building Academic Literacy: Lessons from Reading Apprenticeship Classrooms, Grades 6—12, features pieces by five middle and high school teachers working with the Reading Apprenticeship instructional framework introduced in Reading for Understanding (Schoenbach et al., Jossey-Bass, 1999). Filled with instructional tips, lesson plans, and curriculum resources, this book offers guidance on conducting Academic Literacy courses using readings from the companion student book–Building Academic Literacy: An Anthology for Reading Apprenticeship (Fielding and Schoenbach, Jossey-Bass, 2003). It can serve as an excellent resource for any content area teacher, grades 6—12, looking for classroom-based ideas to motivate adolescents in becoming more active, engaged and strategic readers. "Whenever we read books about teaching, we ask ourselves, ‘But what does that look like in the classroom?’ Building Academic Literacy: Lessons from Reading Apprenticeship Classrooms answers the question of what ‘Academic Literacy’ is, why it matters, and how teachers can develop these key intellectual habits in their students. This book, and its companion anthology, provide me the guidance and resources that I need." –Jim Burke, author, The Reader’s Handbook and The English Teacher’s Companion "Following close upon the heels of the widely acclaimed book Reading for Understanding, this new two-volume companion set, Building Academic Literacy: An Anthology for Reading Apprenticeship and Building Academic Literacy: Lessons from Reading Apprenticeship Classrooms, is certain to propel Academic Literacy as a course of study into increasingly more middle and high school classrooms." –Donna Alvermann, professor of education, University of Georgia and past president, International Reading Association

Time for Meaning

... own uncertainty is not the same thing as an irresponsible lack of preparation , if
I deliberately and constantly make my own learning processes explicit to my
students and we collaboratively build a shared base of knowledge about the
genre .

Author: Randy Bomer

Publisher: Boynton/Cook

ISBN: UOM:39015037345538

Category: Education

Page: 234

View: 196

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Time for Meaning brings a bold curriculum to the writing workshop, a curriculum that honors literary thinking and the study of literature. Randy Bomer speaks eloquently and honestly about his own experiences in the classroom: his successive stages of revision, his growth from a good to a better teacher. He encourages inquiry into more reflective practice, inviting you to examine your ways of thinking, your relationship to the "subject of English," your standards for good teaching, your place in the professional community, and most significant, your attitude toward time. Time for Meaning is both thoughtful and practical. It confronts the realities of today's classrooms: overcrowded curriculums, unfriendly colleagues, choppy schedules, and resistant learners. Bomer suggests ways to transform these obstacles into opportunities to rethink the true purpose, meaning, and design of literacy education. He offers guidelines for: helping students choose topics that are important to them- so important that they'll have the energy to work through the writing process prompting initial responses to literature and moving toward polished pieces of writing using writing as a tool for thinking and inquiring-an essential habit of mind for students to develop understanding what makes for poor student research writing and how to improve it planning curriculums that focus on story in fiction and memoir. Since time is so often the crucial issue in teaching, Bomer asks you to examine your attitudes toward time and the way you use it. He writes, "What we do with time is what we do with our lives. When we are 'unable' to spend time on what we most value, it is because we have not found a clarity of purpose. We have lost our maps, lost our rudder, and we drift aimlessly, as if time were not passing, as if this teaching life were not ours to live." Bomer is specific and persuasive without being prescriptive. Time for Meaning is a snapshot of his current thinking, a report on work that has already benefited many teachers. It speaks as powerfully to experienced reading/writing process teachers as it does to newcomers.

A Genre based Approach to ESL Reading

Moreover , apart from one session on newspaper vocabulary , the course paid
little attention to building lexical knowledge , which has been argued by "
interactive ” researchers to be critical for L2 content understanding ( Eskey , 1988
; Grabe ...

Author: Sung-Heh Sunny Hyon

Publisher:

ISBN: UOM:39015033973341

Category:

Page: 366

View: 972

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Knowledge And or of Experience

Problems of genre may be perennial but they are not static . They operate within
practices of reading , writing , designing and building that function under
conditions of some social specificity . The Collection has been taken as a pattern
book ...

Author: John MacArthur

Publisher:

ISBN: UCSD:31822016564288

Category: Architecture

Page: 182

View: 673

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Building Knowledge

Born in 1911 , Gardner Francis Fox was an extraordinarily prolific writer whose
work spanned multiple genres : westerns , science fiction , espionage , crime ,
swashbucklers , sorcery , historical fiction , erotica , women's romances , fantasy ...

Author: University of Oregon. Libraries

Publisher:

ISBN: UIUC:30112105643024

Category: Academic libraries

Page:

View: 893

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Reference User Services Quarterly

The Readers ' Advisory Guide to Genre Fiction . Chicago : ALA Editions , 2001. (
ISBN : 978-0-8389-0803-7 ) . Saricks's book is a boon to those exploring a new
genre or looking to build genre knowledge . The fantasy section includes a ...

Author:

Publisher:

ISBN: NWU:35556039239298

Category: Library science

Page:

View: 696

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Building on Big Books

Children will become aware that they have valuable knowledge and experience
to contribute . ... bibliography and those highlighted in the activities cover a range
of genres which offer many different purposes for 2 BUILDING ON BIG BOOKS.

Author: Margaret Clyne

Publisher:

ISBN: PSU:000019253527

Category: Children

Page: 122

View: 372

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A guide for primary teachers on using the big book format in a range of subjects. Includes activities for improving reading and language use, plus an annotated bibliography of big books.

Incorporated Knowledge

The mixing of genres or different traditions has always helped to widen the
experience of our craft . But what really allows me to build a hidden bridge which
passes through national and continental boundaries is the organic power of my ...

Author: Thomas Leabhart

Publisher:

ISBN: STANFORD:36105016308582

Category: Ethnic performing arts

Page: 156

View: 555

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Learning to Write Reading to Learn

Suitable for practitioners, researchers and students, building up pedagogic, linguistic and social theory in steps, contextualized within teaching practice, this title presents the research of the 'Sydney School' in language and literacy ...

Author: David Rose

Publisher: Equinox Publishing (UK)

ISBN: 1845531442

Category: Education

Page: 357

View: 908

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Learning to Write, Reading to Learn presents the literacy theories developed in the Sydney School over the past 25 years - ground-breaking research embedded in classroom practice. These genre-based approaches to teaching writing are a unique collaboration between SFL language research and literacy educators. They share elements with current neo-Vygotskyan theory and Berstein's theory of pedagogic discourse, but have been developed through large-scale, long-term action research. Written for both practitioners and researchers, this book explains the pedagogic, linguistic and social theory step by step and illustrates it with teaching practice. The pedagogies described are used in all educational contexts, from primary through secondary to academic study, TESOL and vocational education. The volume also presents scaffolding methodologies for teaching reading and writing.

Pluralizing Plagiarism

Only by using this style ( genre convention ) can a student come to fully
understand and deploy the knowledge ( genre - knowledge ) needed to do so .
Because genre - knowledge is both dynamic and situated , students can never
fully build ...

Author: Rebecca Moore Howard

Publisher: Boynton/Cook

ISBN: STANFORD:36105131790391

Category: Education

Page: 181

View: 322

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The recent cases of Doris Kearns Goodwin and Kaavya Viswanathan demonstrate that plagiarism is a hot-button issue. It is also pervasive, occurring in universities, four-year colleges, community colleges, and secondary schools. In graduate programs, international classrooms, and multicultural classrooms. In writing centers and writing-across-the-curriculum programs. In scholarly publications and the popular media. How do we understand a literacy practice that is simultaneously so abhorred and so present in the lives of both beginning and advanced writers, students, and Pulitzer Prize winners? Pluralizing Plagiarism offers multiple answers to this question - answers that insist on taking into account the rhetorical situations in which plagiarism occurs. While most scholarly publications on plagiarism mirror mass media's attempts to reduce the issue to simple black-and-white statements, the contributors to Pluralizing Plagiarism recognize that it takes place not in universalized realms of good and bad, but in specific contexts in which students' cultural backgrounds often play a role. Teachers concerned about plagiarism can best address the issue in the classroom - especially the first-year composition classroom - as part of writing pedagogy and not just as a matter for punishment and prohibition. Pluralizing Plagiarism opens a productive dialogue about what is at stake in plagiarism - one that approaches the topic with students rather than for or about them. Leading the way toward curricular reform, its contributors take student work seriously and, therefore, encourage teachers to take student writing and learning seriously.

Knowledge Organization

An Epistemological Perspective K . T . Abrahamsen : Indexing of Musical Genres
... 12 I use “ professional listeners ” as a term for people with great knowledge of
music ( competence ) build primary on listening to music ( and / or playing music )
 ...

Author:

Publisher:

ISBN: UOM:39015063398567

Category: Classification

Page:

View: 858

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