Genre Theory:

Differing Perspectives Based on 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 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.

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)

BEST PRACTICES-LESS

• Whole-class, teacher-directed instruction

• Student passivity: sitting, listening, receiving

• Solitude and working alone

• One way transmission of information to student

• Prizing of silence in the classroom

• Fill-in-the-blank worksheets and other “seatwork”

(Best Practice 6)

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)

Understanding Genre As Reader ExpectationGenres give us ideas on how to read in certain situations. When writing, you have choices but you also have responsibilities to you reader.

WHAT’S BEHIND THE SPINE?

Once common throughout Australia, but now found only in the southeast;

confined largely to the eucalyptus forests and foothills of the Blue

Mountains.

HABITAT

Size ranges from 3 t 6 feet high at the shoulder. Color: usually brown

or dull red

SIZE AND COLOR

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 COLOR

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 SPINES

READER EXPECTATIONDragonology: The Complete Book of Dragons (Steer)

READER EXPECTATIONThe Paper Bag Princess (Munsch)

http://prezi.com/gqjghmzbiuxu/untitled-prezi/

it better be what the reader expects.

WHEN YOU CARE ENOUGH TO SEND THE VERY BEST…

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.

HTTP://WWW.YOUTUBE.COM/WATCH?V=AO0PI31VWR8

STANDARDS-I CAN

• Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W.4.1

STANDARDS-I CAN

• Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.4.2

STANDARDS-I CAN• Write narratives to develop real or

imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.4.3

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)

THE BOSTON MASSACRE

• 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

• Draft your writing in your journal

• As you write, consider your point of view and the reader expectations of your chosen genre

STUDENT SAMPLE

BEST PRACTICES-LESS

• Whole-class, teacher-directed instruction

• Student passivity: sitting, listening, receiving

• Solitude and working alone

• One way transmission of information to student

• Prizing of silence in the classroom

• Fill-in-the-blank worksheets and other “seatwork”

(Best Practice 6)

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)

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.