How Rhetorical Theories of Genre Address Common Core Writing Standards
Bibliographic Data
| ID | 15015643 |
|---|---|
| Authors | Ross Collin (0000-0002-6017-2205, corresponding author) |
| Year | 2013 |
| Volume | 57 |
| Issue | 3 |
| Pages | 215-222 |
| Publication date | 2013-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Adolescent & Adult Literacy (JOURNAL) |
| Journal identifiers | ISSN: 1081-3004 • E-ISSN: 1936-2706 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/jaal.221 |
| OpenAlex | W2024280729 |
| Language | EN |
| Citations received | 3 |
| References cited | 14 |
This article begins with a review of the forms of writing promoted in the Common Core State Standards. Across content areas, Common Core encourages teachers to attune students' writing to rhetorical concerns of audience, purpose, task, and disciplinary thinking. To address these concerns, teachers might take a rhetorical approach to the study of genres. In this view, genres are seen as resources writers use to build and act in particular situations. That is, genres help writers shape their writing to fit particular audiences, purposes, tasks, and forms of disciplinary thought. This article explains the rhetorical approach to genre studies by describing how particular genres (e.g. lab reports) are used by people to negotiate particular situations (e.g. labs in chemistry classes). Examples are offered throughout the article of how genre studies can be carried out in classrooms
Academic writing · Common core · Core (optical fiber · Discipline · Linguistics · Negotiation · Pedagogy · Professional writing · Rhetoric · Rhetorical modes · Rhetorical question · Social science · Sociology · Task (project management · Computer Science · Discourse Analysis in Language Studies · Educational Strategies and Epistemologies · Language, Metaphor, and Cognition
An Introduction to the Bootstrap
Rethinking Genre in School and Society
Teaching Disciplinary Literacy to Adolescents
Place‐Based Essay Writing and Content Area Literacy Instruction for Preservice Secondary Teachers
Disciplinary Literacies Across Content Areas
Engaging Preservice Teachers in Disciplinary Literacy Learning Through Writing
Foregrounding the Disciplines in Secondary Literacy Teaching and Learning
Past and Future Directions in Content Area Literacies
A Social Semiotics Framework for Conceptualizing Content Area Literacies
Revisiting Jack Goody to Rethink Determinisms in Literacy Studies
Genre as social action
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,27 |
| Citation span | 2015 - 2022 (8) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |