Researching Writing: The Unfamiliar-Genre Research Project

Andrew-Vaughan, Sarah; Fleischer, Cathy

doi:10.2307/30047086

Cited by 7 publications

(4 citation statements)

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“…A number of teacher-scholars have illustrated ways of engaging students in genre-aware writing practice (Andrew-Vaughan & Fleischer, 2006;Dean, 2008;Fleischer & Andrew-Vaughan, 2009;Lattimer, 2003;O'Neill, 2001;Ranker, 2009). Although varied, these accounts share two key traits, which we have tried to draw on in our own work.…”

Section: Understandings About Genrementioning

confidence: 98%

“…Thus, in a semester-long creative writing course, we engaged students in a series of activities designed to help students develop genre awareness. Through wholeclass studies of nature writing and fairy tales, an "unfamiliar genre" assignment (Andrew-Vaughan & Fleischer, 2006;Fleischer & Andrew-Vaughan, 2009), and collaborative analyses of state test materials, we worked together to help students build deeper understandings about genre.…”

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confidence: 99%

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Beyond “Is This OK?”: High School Writers Building Understandings of Genre

Whitney

Ridgeman

Masquelier³

2011

J Adolescent & Adult Lit

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Understandings about genre govern nearly all of the choices writers make. They make choices about form, persuasive moves, conventions, and even ideas through a sense, whether articulated or tacit, of the social situation from which a piece of writing is arising. In a semester‐long high school writing course, the authors engaged students in a series of activities designed to help them develop genre awareness. The goal was to support students in becoming more independent and flexible writers who possess genre analysis skills they can apply anywhere. Through whole‐class genre studies, self‐selected genre studies, and collaborative analyses of state test materials, students built deeper understandings about genre. Their sense of what is “OK” in a piece of writing shifted from successful evaluation by a teacher to successful navigation of the demands of a given rhetorical situation.

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Section: Understandings About Genrementioning

confidence: 98%

mentioning

confidence: 99%

Beyond “Is This OK?”: High School Writers Building Understandings of Genre

Whitney

Ridgeman

Masquelier³

2011

J Adolescent & Adult Lit

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“…al., 2008). We read as well a number of national reports such as the WPA Outcomes Statement for First Year Writing and NCTE's Professional Knowledge for the Teaching of Writing and a selection of pedagogy-based articles that demonstrated a variety of approaches to and movements in the teaching of writing: writing about writing (Wardle & Downs, 2014), teaching for transfer (Wells, 2011), the unfamiliar genre project (Andrew-Vaughan and Fleischer, 2006), blogging research writing (Costello, 2016), and multimodal writing (Shipka, 2013).…”

Section: Why Graduate Programs Still Mattermentioning

confidence: 99%

Why Graduate Programs Still Matter

Fleischer¹

2016

Language Arts Journal of Michigan

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“…The excerpt above is from a literacy autobiography written by James (second author) when he was in Kate's (first author) writing methods class, preparing to be a secondary English teacher. The excerpt's refrain, “That's not really literary though,” reflects James's unease with his own ambitions and skills as a writer, an unease not uncommon for preservice teachers, and writing about this unease allowed him to consider the attitudes about writing that he might pass on to his own students (Andrew‐Vaughan & Fleischer, ; Bentley, ; Daisey, ; Fleischer & Andrew‐Vaughan, ; Stockinger, ).…”

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confidence: 99%

Partnership Literacies: Storying Our Selves

Sjostrom¹,

McCoyne²

2017

J Adolescent & Adult Lit

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Sometimes I make my life a story, narrating trivial happenings around me in poetry. The man swaggered towards the produce section and clutched the spinach as if it were some golden treasure. Something like that. That's not really literary though. I had intentionally packed light today, but I still feel as if I'm being weighed down, as if were I not moving I would begin to sink into the ground, through the cracked concrete crossing. That's not really literary though.

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Researching Writing: The Unfamiliar-Genre Research Project

Cited by 7 publications

References 0 publications

Beyond “Is This OK?”: High School Writers Building Understandings of Genre

Beyond “Is This OK?”: High School Writers Building Understandings of Genre

Why Graduate Programs Still Matter

Partnership Literacies: Storying Our Selves

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