Posts Tagged ‘Genre’

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The Movie Review as a Claim-of-Value Essay

posted: 2.13.15 by Donna Winchell

Because my son Jonathan is a film scholar, I am probably even more aware than most that this is awards season. The Academy Awards ceremony each year is for our household what the Super Bowl is for others. Jonathan recently posted on Facebook that in his lifetime he has seen 2,502 movies. The fact that he knows that speaks volumes about his obsession, along with the fact that he was watching classic silent movies before he could read the subtitles. I came naturally to use the movie review as a means of teaching the claim of value, but my approach can be adapted to other types of evaluative writing as well.  [read more]

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Categories: Assignment Idea, Donna Winchell, Genre, Popular Culture, Rhetorical Situation
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Trip Report Assignments

posted: 7.22.14 by Traci Gardner

Earlier this month, I wrote about Writing Center Trip Reports in my Ink’d In column, and I want to talk a bit more about trip report assignments. I developed the activity for professional writing, but I’ve adapted it to work for literature and first-year writing classes as well. [read more]

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Multimodal Mondays: Visualizing Genres of Writing with GEMS

posted: 3.17.14 by Andrea Lunsford

Today’s multimodal assignment comes to us from Michael Michaud, an associate professor at Rhode Island College in Providence, RI.

“As Carolyn Miller puts it, ‘a rhetorically sound definition of genre must be centered not on the substance or the form of the discourse but on the action it is used to accomplish’ [151]. [read more]

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Revisiting Reflection: Take 2 on Defining Reflective Writing

posted: 8.14.13 by Nedra Reynolds

As I prepare for a couple of professional development workshops coming up soon, I’m revisiting a question that has been bugging me for years:  what exactly do we mean by reflective writing?  I’ve taken one stab at this thorny question in a previous post, but I don’t think I got very far with it. [read more]

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What is a Reader?

posted: 7.14.11 by Andrea Lunsford

A few weeks ago, I participated in a panel at the 2011 summer meeting of the Association of Departments of English called “What Is a Reader.” It brought together scholars from several California universities who are part of a larger group studying and debating the future of reading. Many at the meeting expressed grave concerns, citing studies that show that young people are reading less and less. As with many debates, however, it all depends on your definitions. If by “reading,” we mean engaging classic works of literature, then yes, young people are reading less. But if by “reading” we mean engaging texts of all kinds—then it is clear that young people are reading more than ever before.

I began my remarks by offering a small taxonomy of ways of reading, drawn from a course I taught a year ago where we wrestled with defining reading. These ways include, I suggested, informational reading (what Louise Rosenblatt called “efferent” reading), that is reading to extract information. Other ways of reading we identified were ludic or playful reading, rhetorical reading that is aimed at action, aesthetic or hermeneutical or analytic reading, and participatory or creative reading. As far as I am concerned, all of these ways of reading are legitimate and important:  though we in English departments tend to emphasize the close reading of literary texts, I believe that other texts (student writing, let’s say) deserve the same kind of careful, artful “close” reading that characterizes the best literary criticism; I also believe that other ways of reading can be generative as well. [read more]

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