Genre Explained

Christine M. Tardy is Professor of English Applied Linguistics at the University of Arizona. Nigel A. Caplan is an Associate Professor at the University of Delaware English Language Institute. Ann M. Johns is Professor Emerita of Linguistics and Writing Studies at San Diego State University.

• Table of ContentsForewordIntroductionPart A: Understanding Genre-Based Instruction1. 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?Part B: Introducing Genre-Based Instruction9. 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?Part C: Designing a Genre-Based Course19. 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?Part D: Addressing Common Concerns30. 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?Part E: Moving Forward with Genre-Based Instruction37. 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?

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.