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Telling What They Know; Performing What They Say: Genre Awareness and the Transferability of Writing

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dc.contributor.advisor Bawarshi, Anis en_US Hill, Heather Nicole en_US 2012-09-13T17:31:09Z 2012-09-13T17:31:09Z 2012-09-13 2012 en_US
dc.identifier.other Hill_washington_0250E_10625.pdf en_US
dc.description Thesis (Ph.D.)--University of Washington, 2012 en_US
dc.description.abstract Because genre is critically important to the ways that writing works throughout the different disciplines, discussions of whether and how to teach genre has become a debated subject among compositionists. In response to this debate, Amy Devitt has proposed teaching "genre awareness," which does not attempt to explicitly teach the features of a genre, but rather teaches students about genre - how genres work, how to make more rhetorically informed decisions about genre when they find themselves in new writing situation. This dissertation presents results from a study testing the transferability of a genre awareness approach to first-year composition. Through a qualitative study of three students who took a first-year writing class focused on genre awareness, this project seeks to understand the extent to which students draw on the genre awareness they were taught when writing papers for other classes, and to what extent genre awareness contributes to students' ability to successfully write these papers. Research data includes interviews with students, analysis of written work, interviews with instructors, and class observations. en_US
dc.format.mimetype application/pdf en_US
dc.language.iso en_US en_US
dc.rights Copyright is held by the individual authors. en_US
dc.subject First-Year Composition; Genre Awareness; Rhetorical Genre Studies; Transfer en_US
dc.subject.other Pedagogy en_US
dc.subject.other Rhetoric en_US
dc.subject.other English en_US
dc.title Telling What They Know; Performing What They Say: Genre Awareness and the Transferability of Writing en_US
dc.type Thesis en_US
dc.embargo.terms No embargo en_US

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