Description
Book SynopsisThe idea of teaching writing through genres - rather than through prescriptive forms, templates, and rhetorical modes - is intuitively appealing. Yet many teachers have questions. This book tackles some of the most common questions that teachers, teacher educators, and administrators may have when moving toward a genre-based teaching approach.
Trade Review"In short, I strongly believe that both seasoned and novice writing instructors, regardless of their previous familiarity with GBI theory, will consider this book a true gem due to its profound insights presented in the most accessible manner possible."
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"This book offers reader-friendly, accessible answers to some of the most common questions writing teachers in higher education may have about genre and genre-based writing instruction. It does this without oversimplifying the complex nature of genre-based writing instruction. This book will be of use to educators at various stages of their career and with varying levels of familiarity with genre-based approaches. This is a book I know I will come back to regularly and will recommend to others often."
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Journal of Second Language WritingTable of Contents
- Foreword
- Introduction
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Part A: Understanding Genre-Based Instruction
1. What are genres?
2. What are the differences between genre and text?
3. What are some genres that students commonly encounter?
4. Is the 5PE a genre?
5. What are the differences between a genre and a mode?
6. What are the differences between a genre and a template?
7. What are the differences between genre and argument?
8. What is genre knowledge?
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Part B: Introducing Genre-Based Instruction
9. What is genre-based instruction?
10. What is genre analysis?
11. What are the roles of audience and context in genre-based instruction?
12. What is rhetorical moves analysis?
13. What does grammar mean in genre-based writing?
14. What is register?
15. How can grammar, vocabulary, and writing instruction be effectively integrated?
16. How can I teach coherence in genre-based instruction?
17. How can I teach cohesion in genre-based instruction?
18. How can I teach stance in a genre-based classroom?
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Part C: Designing a Genre-Based Course
19. What is the role of needs assessment in genre-based instruction?
20. What does a genre-based curriculum look like?
21. What does a genre-based unit look like?
22. How do I write a good assignment and prompt?
23. How do I teach students to analyze assignments for other classes?
24. How should I assess genre-based writing?
25. How do I write a genre-based rubric?
26. What is the role of written corrective feedback in genre-based writing?
27. What is the role of reflection in genre-based instruction?
28. How can I help students use their prior knowledge strategically in approaching a new genre?
29. How can I help students critique genres?
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Part D: Addressing Common Concerns
30. Is genre-based writing instruction only for advanced students?
31. Should I assign “essays” in genre-based instruction?
32. Should I assign “the research paper” in a genre-based curriculum?
33. How can students draw on their multilingual resources in genre-based instruction?
34. What do I do if I’m unfamiliar with the genres that students need to learn?
35. How do I find and use sample texts?
36. What role can emerging multimodal genres play in an academic writing class?
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Part E: Moving Forward with Genre-Based Instruction
37. How do I encourage colleagues to adopt genre-based instruction?
38. How do I talk about genre with faculty across the disciplines?
39. How do I explain genre to an administrator?
40. What do I read next?
