Unique Situations Genre Theory Genre Theory Genre theory is based on the idea that writing is social and that it responds to situations consequently it isnt the same for every person or situation ID: 373290
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Slide1Slide2
Differing Perspectives Based on Unique Situations
Genre Theory: Slide3
Genre Theory
Genre theory is based on the idea that writing is social and that it responds to situations; consequently, it isn’t the same for every person or situation.
(Genre Theory 5)
Therefore, the writing process should be adapted for the specific purpose at hand.Slide4
When teaching genre, it is important to consider both
constraint
and
choice
. Doing so will allow for a balance between individual creativity and the expected form of the genre.
(Genre Theory 34)Slide5
Best Practices-less
Whole-class, teacher-directed instruction
Student passivity: sitting, listening, receiving
S
olitude and working alone
One way transmission of information to student
P
rizing of silence in the classroom
Fill-in-the-blank worksheets and other “seatwork”
(Best Practice 6)Slide6
Best Practices-more
Experiential, hands-on learning
Student-student interaction
Development of students’ curiosity and intrinsic motivation to drive learning
Reading of real texts: whole books, primary sources, and nonfiction materials
Choice for students (e.g., choosing their own books, writing topics, team partners, and research projects)
(Best Practice 7)Slide7
Understanding Genre A
s
R
eader Expectation
Genres give us ideas on how to read in certain situations. When writing, you have choices but you also have responsibilities to you reader.Slide8
What’s behind the spine?Slide9
Once common throughout Australia, but now found only in the southeast; confined largely to the eucalyptus forests and foothills of the Blue Mountains.
HabitatSlide10
Size ranges from 3 t 6 feet high at the shoulder. Color: usually brown or dull red
Size and colorSlide11
Size ranges from 3 to 6 feet high at the shoulder; 30 feet long. Color: usually brown, dull red, or greenish blue; often becomes caked in mud, which obscures its true color.
Size and colorSlide12
Skin overall has a leathery rather than a scaly texture; large breast scales give a plated appearance; short, hooked spines run down the length of the back.
Scales and spinesSlide13Slide14
Reader Expectation
Dragonology
: The Complete Book of Dragons (Steer)Slide15
Reader Expectation
The Paper Bag Princess (
Munsch
)
http://prezi.com/gqjghmzbiuxu/untitled-prezi
/Slide16
it better be what the reader expects.
When you care enough to send the very best…Slide17
Considering the occasion of your card
Without looking at your card; think about what words, phrases, and illustrations you expect to be on it
Write your predictions in your journal
Then compare your predictions (reader expectations) with the card. Repeat with a different card.
Share/Discuss with others at your table.Slide18
http://www.youtube.com/watch?v=ao0Pi31vWr8Slide19
Standards-I can
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.4.1Slide20
Standards-I can
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.2Slide21
Standards-I can
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.4.3Slide22
Recent brain research shows that to understand, own, and remember ideas, students need to not just receive, but also act upon them. (Best Practice 15)Slide23
The Boston MassacreSlide24
Read the three Boston Massacre documents. They have been tweeted to your electronic devices using #
ekuwp
(paper copies are available)
After reading the documents, choose a role and task from the provided sheet
D
raft your writing in your journal
As you write, consider your point of view and the reader expectations of your chosen genre Slide25
Student SampleSlide26
Best Practices-less
Whole-class, teacher-directed instruction
Student passivity: sitting, listening, receiving
Solitude and working alone
One way transmission of information to student
P
rizing of silence in the classroom
Fill-in-the-blank worksheets and other “seatwork”
(Best Practice 6)Slide27
Best Practices-more
Experiential, hands-on learning
Student-student interaction
Development of students’ curiosity and intrinsic motivation to drive learning
Reading of real texts: whole books, primary sources, and nonfiction materials
Choice for students (e.g., choosing their own books, writing topics, team partners, and
research projects)
(Best Practice 7)Slide28
Sources cited
Dean, Deborah.
Genre Theory: Teaching, Writing, and Being
. Urbana: NCTE, 2008. Print
.
Zemelman
, Steven, Harvey Daniels, and Arthur A. Hyde.
Best Practice: Bringing Standards to
Life
in America's Classrooms
. 4th ed. Portsmouth, NH: Heinemann, 2012. Print.