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Where Do Genres Come From? Week 4, Session 2 Teaching and Learning New Genres Carolyn R. Miller.

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Presentation on theme: "Where Do Genres Come From? Week 4, Session 2 Teaching and Learning New Genres Carolyn R. Miller."— Presentation transcript:

1 Where Do Genres Come From? Week 4, Session 2 Teaching and Learning New Genres Carolyn R. Miller

2 June 3, 20142 Class schedule Final papers are due Friday 10 August. I will return second papers by tonight.

3 June 3, 20143 Todays agenda follow-up on plagiarism discussion discussion of teaching issues with new genres (Brooks and Palmquist) break work time for final assignment questions about final assignment

4 Plagiarism and originality teaching strategies make it a topic talk about context-specific practices specify the relationship between the old and the new, tradition and work to be added for each assignment

5 Plagiarism detection services New comparison just published by EDUCAUSE a nonprofit association whose mission is to advance higher education by promoting the intelligent use of information technology ER07017B.pdf

6 Teaching & learning new genres new issues for students difficulties and resistance by students role of genres

7 Brooks: rationale goal of teaching hypertext is to encourage associative and visual thinking (349) hypertext writing emphasizes structures (mirrorworld, sieve) genre is appropriate for teaching hypertext because of the remediation of print in the new media genre in teaching avoids paralysis of open spaces (345)

8 Brooks: strategies Have students understand that all texts, including hypertexts, are rooted in one or more genres. Have students choose a genre that will meet their communicative needs. Encourage students to reinvent genres, to play with conventions, and to play with one or two texts as a way to engage a genre.

9 Brooks genres are familiar, hypertext is unfamiliar

10 Brooks genres are familiar, hypertext is unfamiliar is it ever the case that … hypertext is familiar, genres are unfamiliar?

11 Brooks Genres as … assemblages hybrids remediations bending, blending, blurring multimedia

12 Activity theory An activity system is any ongoing, object-directed, historically conditioned, dialogically structured, tool-mediated human interaction (346). genres as flexible tools genres in historical and social contexts

13 Intertextuality and imitation Brooks: paralysis of open spaces objectification of new technique: going through the motions, act as an end internalization of technique appropriation: using the motions to achieve something else; act as a means transcendence: ability to modify

14 Palmquist: issues for teachers new technologies, expanded choices, and changing landscape of web have worked against creation of stable genres (221, 224, 226) conventions of page design are emerging (224) lack of genre conventions both liberating and confusing for students (243) emphasize emergence to challenge students

15 Palmquist: student learning students had little sense of genre: website students did have sense of effectiveness (231) students learned from models, both print and internet borrowed: code, style sheets, illustrations incorporated strategies from antecedents and models: table of contents, book cover, etc.

16 Palmquist: new for students structure linear, interlinked, hierarchical, combined navigation tools: access, surprise, direction illustration, multimedia page design

17 Break

18 June 3, 2014 Final assignment Propose a research study or a teaching unit focusing on the emergence of a new genreoral, written, visual, or any combination. Draw on your knowledge developed in this course as well as in your prior studies to delineate the research or teaching issue you wish to focus on.

19 June 3, 2014 Research study proposal 1. Research problem What is the research question? Why is it important and to whom? 2. Background (brief literature review) What is already known about this research question or areas related to it? What previous research will you draw on in answering the question? How will the answer to the question fill a knowledge gap or continue a research tradition? 3. Research methods What data must be gathered? How will it be gathered? What analysis must be done? What concepts or theories will organize or inform the analysis? 4. Benefits What will the project contribute to existing knowledge about genres? What are the benefits of answering this question?

20 June 3, 2014 Teaching unit proposal 1. Instructional objective What is the goal or objective for this teaching unit? Why is it important and to whom? 2. Instructional context (rhetorical situation of the teacher: exigence, audience, and constraints) What are the needs of the students? What is their level of knowledge and their interests and goals? What institutional and curricular constraints and resources exist? 3. Teaching strategies What information must be given to the students? What materials and resources must be available? How will they be motivated? What activities will they engage in? How will they be evaluated? 4. Benefits What will be the benefits for the students engaging in this instructional process? How will the instruction benefit the school, the curriculum, or Brazilian society?

21 Thank you and good-bye! Obrigada e tchau!

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