What We Have Learned Implications for Classroom Practice

• Published in: Genre Across The Curriculum p. 245
• Main Authors: Anne Herrington, Charles Moran
• Format: Book Chapter
• Language: English
• Published: Utah State University Press 01.02.2005
• Subjects: Arts; Autobiographies; Basic writing; Biography; Classroom activities; Comparative literature; Economic disciplines; Economics; Education; Educational activities; Educational personnel; Educators; Employment; Formal education; Historical methodology; Historiography; History; Humanities instruction; Labor economics; Language arts; Literary criticism; Literary genres; Literary studies; Literature; Occupations; Pedagogy; Student assignments; Teachers; Teaching; Teaching methods; Writing assignments; Writing instruction; Writing teachers
• ISBN: 9780874216004; 0874216001
• DOI: 10.2307/j.ctt46nx0j.14

In our first chapter, as you may remember, we laid out what we saw as the territory: the evolution and present state of genre theory as it is applied to the teaching of writing. We located ourselves in what Aviva Freedman and others call the “North American” school of genre theorists. We wrote that first chapter as part of the book’s prospectus, well before we had read the chapters that now form the body of the book. Our basic understanding of the field, and our position in that field, have not changed since that time. But our understandings of both