00620nas a2200193 4500008004100000245008300041210006900124260000900193300001100202490000700213653001600220653001500236653001300251653001100264653001000275653001200285100002300297856010600320 2004 eng d00aPreserving the Figure: Consistency in the Presentation of Scientific Arguments0 aPreserving the Figure Consistency in the Presentation of Scienti c2004 a6–310 v2110aaccommodate10aantithesis10aaudience10afigure10agenre10ascience1 aFahnestock, Jeanne uhttps://genreacrossborders.org/biblio/preserving-figure-consistency-presentation-scientific-arguments00443nas a2200169 4500008004100000245003100041210003100072260000900103300001400112490000700126653000900133653001000142653001800152653001100170100002300181856006900204 1993 eng d00aGenre and Rhetorical Craft0 aGenre and Rhetorical Craft c1993 a265–2710 v2710aform10agenre10aprogymnasmata10atechne1 aFahnestock, Jeanne uhttps://genreacrossborders.org/biblio/genre-and-rhetorical-craft00468nam a2200157 4500008004100000245003200041210003200073260003400105653001200139653002300151653001300174653001000187653002000197100002300217856007000240 1992 eng d00aDiscourse and Social Change0 aDiscourse and Social Change aCambridgebPolity Pressc199210aBakhtin10adiscourse analysis10aFoucault10agenre10aintertextuality1 aFairclough, Norman uhttps://genreacrossborders.org/biblio/discourse-and-social-change00286nam a2200097 4500008004100000245002300041210002300064260002200087100001800109856006100127 2003 eng d00aDiscourse Analysis0 aDiscourse Analysis aLondonbRoutledge1 aFairclough, N uhttps://genreacrossborders.org/biblio/discourse-analysis00484nas a2200169 4500008004100000245004300041210004300084260000900127300001400136490000700150653002500157653001000182653001300192653001100205100002000216856007800236 2003 eng d00aClassical Genre in Theory and Practice0 aClassical Genre in Theory and Practice c2003 a383–4080 v3410aclassical literature10agenre10apractice10atheory1 aFarrell, Joseph uhttps://genreacrossborders.org/biblio/classical-genre-theory-and-practice00458nas a2200121 4500008004100000245010400041210006900145300001400214490000700228100001600235700001700251856006800268 2014 eng d00aTechnical Communication Unbound: Knowledge Work, Social Media, and Emergent Communicative Practices0 aTechnical Communication Unbound Knowledge Work Social Media and a6/21/20150 v231 aFerro, Toni1 aZachry, Mark uhttp://www.tandfonline.com/doi/abs/10.1080/10572252.2014.85084300363nas a2200121 4500008004100000245003100041210003100072260003100103300001200134100001300146700001300159856006900172 1987 eng d00aGenre study and television0 aGenre study and television aChapel Hill, NCbUNC Press a113-1331 aFeuer, J1 aAllen, R uhttps://genreacrossborders.org/biblio/genre-study-and-television00561nas a2200169 4500008004100000245007300041210006900114260000900183300000800192490000600200653001000206653001300216100002400229700002200253700001800275856009800293 2008 eng d00aIntroduction to the Special Issue on Genres and Social Ways of Being0 aIntroduction to the Special Issue on Genres and Social Ways of B c2008 a1-20 v310agenre10aSIGET IV1 aFigueiredo, Débora1 aBazerman, Charles1 aBonini, Adair uhttps://genreacrossborders.org/biblio/introduction-special-issue-genres-and-social-ways-being01890nas a2200193 4500008004100000245005200041210005200093260000900145300001400154490000700168520132800175653002301503653001001526653001301536653001401549653001701563100002001580856009601600 1991 eng d00aGenre Theory and Family Resemblance—Revisited0 aGenre Theory and Family Resemblance—Revisited c1991 a123–1380 v203 aIn the following discussion I will examine the application of Wittgenstein's concept of family resemblance to genre theory. Despite its popularity among literary theorists, there is sometimes a discrepancy between the loose concept of family resemblance, at least in its negative-radical version, and the practical assumptions made about genres. In order to overcome the inadequacies of existing applications of the concept, I will propose two ways in which Wittgenstein's concept can be fruitfully applied to genre theory. First, by using certain working hypotheses in cognitive psychology, based on the concept of family resemblance, I will argue that literary genres are perceived as structured categories, with a ‘hard core’ consisting of prototypical members. These prototypical members are characterized by the fact that they bear a relatively high degree of resemblance to each other. Second, by focusing on the analogy between the internal structure of literary genres and that of families one can establish a ‘genealogical’ line of literary genres, i.e., the series of writers who have participated in shaping, reshaping and transmitting the textual heritage established by the ‘founding father’ of the genre, including the dialectical relationship of ‘parents’ and ‘children’ in genre history.10afamily resemblance10agenre10aliterary10aprototype10aWittgenstein1 aFishelov, David uhttps://genreacrossborders.org/biblio/genre-theory-and-family-resemblance%E2%80%94revisited00486nam a2200169 4500008004100000020001800041245002300059210002300082260005900105653001200164653001100176653001700187653001900204653001500223100002000238856005800258 1993 eng d a0-271-00886-500aMetaphors of Genre0 aMetaphors of Genre aUniversity Park, PAbPenn State University Pressc199310abiology10afamily10ainstitutions10aliterary genre10aspeech act1 aFishelov, David uhttps://genreacrossborders.org/biblio/metaphors-genre00453nas a2200133 4500008004100000245006100041210006000102260000900162300001400171490000700185653001000192100002200202856009500224 1980 eng d00aGenre: Concepts and Applications in Rhetorical Criticism0 aGenre Concepts and Applications in Rhetorical Criticism c1980 a288–2990 v4410agenre1 aFisher, Walter, R uhttps://genreacrossborders.org/biblio/genre-concepts-and-applications-rhetorical-criticism00498nas a2200133 4500008004100000022001400041245008400055210006900139300001400208490000700222653004600229100001800275856007100293 2007 eng d a8755-461500aCMS-based simulations in the writing classroom: Evoking genre through game play0 aCMSbased simulations in the writing classroom Evoking genre thro a179 - 1970 v2410aComputer-supported collaborative learning1 aFisher, David uhttp://www.sciencedirect.com/science/article/pii/S875546150600038700396nas a2200145 4500008004100000245003500041210003300076260000900109300001400118490000700132653001000139653001100149100002200160856006800182 1970 eng d00aA Motive View of Communication0 aMotive View of Communication c1970 a131–1390 v5610agenre10amotive1 aFisher, Walter, R uhttps://genreacrossborders.org/biblio/motive-view-communication00549nas a2200193 4500008004100000020001400041245006500055210006000120260000900180490000600189653001400195653002300209653001600232653001300248653001100261653001600272100001800288856004900306 1997 eng d a1201-245900aThe Poetic Nocturne: From Ancient Motif to Renaissance Genre0 aPoetic Nocturne From Ancient Motif to Renaissance Genre c19970 v310a1500-169910aEnglish literature10agenre study10anocturne10apoetry10aRenaissance1 aFitter, Chris uhttp://purl.oclc.org/emls/03-2/fittnoct.html01840nas a2200205 4500008004100000245014100041210006900182260000900251300001400260490000600274520112400280653001601404653001001420653001301430653001001443653000801453100002401461700002301485856012601508 2007 eng d00aThe Role of Site Features, User Attributes, and Information Verification Behaviors on the Perceived Credibility of Web-Based Information0 aRole of Site Features User Attributes and Information Verificati c2007 a319–3420 v93 aData from 574 participants were used to assess perceptions ofmessage, site, and sponsor credibility across four genres of websites; to explore the extent and effects of verifying web-based information; and to measure the relative influence of sponsor familiarity and site attributes on perceived credibility.The results show that perceptions of credibility differed, such that news organization websites were rated highest and personal websites lowest, in terms of message, sponsor, and overall site credibility, with e-commerce and special interest sites rated between these, for the most part.The results also indicated that credibility assessments appear to be primarily due to website attributes (e.g. design features, depth of content, site complexity) rather than to familiarity with website sponsors. Finally, there was a negative relationship between self-reported and observed information verification behavior and a positive relationship between self-reported verification and internet/web experience. The findings are used to inform the theoretical development of perceived web credibility. 10acredibility10agenre10ainternet10amedia10aweb1 aFlanagin, Andrew, J1 aMetzger, Miriam, J uhttps://genreacrossborders.org/biblio/role-site-features-user-attributes-and-information-verification-behaviors-perceived00479nas a2200109 4500008004100000245009200041210006900133300001100202490000700213100002200220856012700242 2000 eng d00aGenres, Text Types, or Discourse Modes? Narrative Modalities and Generic Categorization0 aGenres Text Types or Discourse Modes Narrative Modalities and Ge a274-920 v341 aFludernik, Monika uhttps://genreacrossborders.org/biblio/genres-text-types-or-discourse-modes-narrative-modalities-and-generic-categorization01420nas a2200217 4500008004100000245009300041210006900134260003000203300001200233520067600245653001500921653001000936653002100946653001800967653002700985100002801012700001701040700001201057700001901069856011401088 2019 eng d00aGestural Silence: An engagement device in the multimodal genre of the chalk talk lecture0 aGestural Silence An engagement device in the multimodal genre of aAmsterdambJohn Benjamins a277-2963 a
This chapter reports on a study of multimodal engagement strategies used by instructors while performing chalk talk, the genre of university mathematics lecture. Relying on multimodal data, the study examines how university mathematics instructors engage students in chalk talk through gestures, writing on the chalkboard, and speech. One of the engagement strategies identified in the study is the use of gestural silence, or the absence of the instructor’s hand movement, intended to engage students in doing mathematics. The study indicates that such multimodal engagement strategies appear to be shaped by the embodied nature of discipline-specific genres.
10aengagement10agenre10agestural silence10amultimodality10auniversity mathematics1 aFogarty-Bourget, C., G.1 aArtemeva, N.1 aFox, J.1 aGuinda, C., S. uhttps://genreacrossborders.org/content/gestural-silence-engagement-device-multimodal-genre-chalk-talk-lecture00610nas a2200217 4500008004100000245005900041210005800100260000900158300001600167490000800183653001200191653001300203653001000216653001300226653001400239653001400253653001200267653001200279100001500291856008600306 2007 eng d00aDatabase as Genre: The Epic Transformation of Archives0 aDatabase as Genre The Epic Transformation of Archives c2007 a1571–15790 v12210aarchive10adatabase10agenre10aManovich10anarrative10anew genre10arhizome10aWhitman1 aFolsom, Ed uhttps://genreacrossborders.org/biblio/database-genre-epic-transformation-archives00383nas a2200121 4500008004100000245004800041210004400089300001200133490000700145100001800152700001600170856007500186 1999 eng d00aThe Genre System of the Harvard Case Method0 aGenre System of the Harvard Case Method a373-4000 v131 aForman, Janis1 aRymer, Jone uhttps://genreacrossborders.org/biblio/genre-system-harvard-case-method01297nas a2200229 4500008004100000245006600041210006500107260000900172300001100181490000700192520065800199653001300857653001000870653000800880653001100888653001500899653001600914653001400930653001500944100001900959856008900978 2003 eng d00aTelevision Before Television Genre: The Case of Popular Music0 aTelevision Before Television Genre The Case of Popular Music c2003 a5–160 v313 aThe author argues the valueof a historical approach to televi sion genre research and the need to reconsider lhe terms in which COntemporary genre theory addresses television in its nascent stage. Primary analytical emphasis is placed on emergent rechnical practices and industrial discourses that preceded the estab lishment of consistent or regu huly deployed television genre categories. By specifically analyzing early popular Illusic programmjng. the author seeks to illuminate the processes through which genre conventions were conceived and formalized in what was then, and remains. an essen tial facet of television production. 10aemerging10agenre10anew10aorigin10aproduction10aprogramming10astandards10atelevision1 aForman, Murray uhttps://genreacrossborders.org/biblio/television-television-genre-case-popular-music00411nas a2200121 4500008004100000245006700041210006200108260001200170300001200182490000700194100001900201856006900220 1995 eng d00aThe Future of Rock: Discourses That Struggle to Define a Genre0 aFuture of Rock Discourses That Struggle to Define a Genre c01/1995 a111-1250 v141 aFornäs, Johan uhttp://www.diva-portal.org/smash/get/diva2:126766/FULLTEXT01.pdf00440nam a2200121 4500008004100000245005100041210005000092250000800142260003500150653002500185100002000210856008800230 2008 eng d00aRhetorical Criticism: Exploration and Practice0 aRhetorical Criticism Exploration and Practice a4th aLong Grove, ILbWaveland Press10arhetorical criticism1 aFoss, Sonja, A. uhttps://genreacrossborders.org/biblio/rhetorical-criticism-exploration-and-practice01127nas a2200253 4500008004100000245005700041210005300098260000900151300001400160490000700174520046500181653001400646653001000660653001500670653001100685653001300696653001300709653001000722653001600732653001300748653001000761100002100771856008100792 2003 eng d00aThe Formation of Genres in the Renaissance and After0 aFormation of Genres in the Renaissance and After c2003 a185–2000 v343 aUpdating the concept of genres as associational complexes, this paper analyzes the key role in formation played by metaphors and other figures. These work to evoke the genre’s associational domain. The figures may be deployed by the writer even before the genre has become an explicit convention recognizable by name. Some such figures (like the reed of pastoral) are well known. But the paper shows that the main genres all have their characteristic tropes.10aemergence10agenre10aliterature10amedium10ametaphor10anew form10aprint10aRenaissance10asubgenre10atrope1 aFowler, Alastair uhttps://genreacrossborders.org/biblio/formation-genres-renaissance-and-after00696nam a2200205 4500008004100000020001800041245007500059210006900134260005000203653001100253653002300264653001000287653001400297653001300311653001500324653001500339653001900354100002100373856009600394 1982 eng d a0-674-50355-400aKinds of Literature: An Introduction to the Theory of Genres and Modes0 aKinds of Literature An Introduction to the Theory of Genres and aCambridge, MAbHarvard University Pressc198210aemerge10afamily resemblance10agenre10ahierarchy10aliterary10amodulation10arepertoire10atransformation1 aFowler, Alastair uhttps://genreacrossborders.org/biblio/kinds-literature-introduction-theory-genres-and-modes00378nas a2200121 4500008004100000022001800041245003000059210003000089260003300119300001100152100002100163856007200184 1988 eng d a84-7635-033-300aGénero y canon literario0 aGénero y canon literario aMadrid, EspañabArco Libros a95-1281 aFowler, Alastair uhttps://genreacrossborders.org/biblio/g%C3%A9nero-y-canon-literario00576nas a2200229 4500008004100000245004100041210003700082260000900119300001400128490000600142653001100148653001400159653000900173653001000182653001100192653001200203653001500215653000900230653001400239100002100253856007200274 1971 eng d00aThe Life and Death of Literary Forms0 aLife and Death of Literary Forms c1971 a199–2060 v210achange10aevolution10aform10agenre10aHirsch10ahistory10aliterature10amode10avariation1 aFowler, Alastair uhttps://genreacrossborders.org/biblio/life-and-death-literary-forms02419nas a2200229 4500008004100000022001400041245017500055210006900230260023000299300001200529490000600541520121700547653002401764653002601788653002401814653000801838653002401846653003001870100001201900700001701912856026001929 2017 eng d a2334-905000aFrom diagnosis toward academic support: developing a disciplinary, ESP-based writing task and rubric to identify the needs of entering undergraduate engineering students.0 aFrom diagnosis toward academic support developing a disciplinary bFaculty of Economics, University of Belgrade, the main publisher, the Faculty of Philology, the Faculty of Transport and Traffic Engineering, University of Belgrade, and the Serbian Association for the Study of English (SASE) a148-1710 v53 aThis paper reports on the central role of disciplinary (engineering) criteria in the development of an ESP-based diagnostic writing task and rubric, used to identify entering undergraduate engineering students in need of academic support. In this mixed methods study, Phase 1 investigated the usefulness of a generic writing task and analytic rubric used for the diagnosis. Phase 2, informed by the results of Phase 1, focused on the development of an engineering writing task. The outcomes of the two phases were merged to develop an engineering ESP-based writing task and rubric, informed by a) the collaboration of language/writing experts and engineering stakeholders, and b) criteria, indigenously drawn from the engineering community of practice. The study supports an academic literacies approach in diagnostic assessment (rather than a generic, one-size- fits-all, ‘academic literacy’ approach), and suggests that the demands of university study are best viewed as the practices of disciplinary communities of practice. The paper provides evidence of the increased meaningfulness and usefulness of a disciplinary, ESP- based approach in diagnosing need for academic support.
10aacademic literacies10adiagnostic assessment10aengineering writing10aESP10aindigenous criteria10apost-admission assessment1 aFox, J.1 aArtemeva, N. uhttps://d1wqtxts1xzle7.cloudfront.net/55216776/Janna_Fox___Natasha_Artemeva_full_text.pdf?1512565271=&response-content-disposition=inline%3B+filename%3Dhttp_www_esptodayjournal_org_esp_today_c.pdf&Expires=1604242392&Signature=B-WFGgLKeQs4oEmCSjvPcjL9TVN2a00455nas a2200109 4500008004100000245012400041210006900165300001500234490000700249100002100256856006800277 2013 eng d00aReassembling Technical Communication: A Framework for Studying Multilingual and Multimodal Practices in Global Contexts0 aReassembling Technical Communication A Framework for Studying Mu a10/27/20150 v221 aFraiberg, Steven uhttp://www.tandfonline.com/doi/abs/10.1080/10572252.2013.73563500429nas a2200109 4500008004100000245006800041210006600109300001400175490000700189100002100196856010200217 2010 eng d00aComposition 2.0: Toward a multilingual and multimodal framework0 aComposition 20 Toward a multilingual and multimodal framework a100–1260 v621 aFraiberg, Steven uhttps://genreacrossborders.org/biblio/composition-20-toward-multilingual-and-multimodal-framework00345nas a2200109 4500008004100000245004400041210004000085300001200125490000700137100001600144856007500160 2012 eng d00aThe Traps and Trappings of Genre Theory0 aTraps and Trappings of Genre Theory a544-5630 v331 aFreadman, A uhttps://genreacrossborders.org/biblio/traps-and-trappings-genre-theory00452nas a2200157 4500008004100000245002300041210002200064260007400086300001300160653001300173653001000186653000900196100001900205700001400224856005600238 1987 eng d00aAnyone for Tennis?0 aAnyone for Tennis aDeakin University (Australia)bCentre for in Literary Educationc1987 a91–12410aceremony10agenre10atime1 aFreadman, Anne1 aReid, Ian uhttps://genreacrossborders.org/biblio/anyone-tennis00440nas a2200181 4500008004100000245002500041210002200066260000900088300001200097490000600109653001500115653001900130653000900149653001000158653001400168100001900182856005700201 1988 eng d00aUntitled: (On Genre)0 aUntitled On Genre c1988 a67–990 v210aceremonial10aclassification10agame10agenre10ametagenre1 aFreadman, Anne uhttps://genreacrossborders.org/biblio/untitled-genre00385nas a2200145 4500008004100000245001100041210001100052260003300063300001200096100001900108700002000127700002100147700002200168856004900190 2002 eng d00aUptake0 aUptake aCresskill, NJbHampton Press a39–531 aFreadman, Anne1 aCoe, Richard, M1 aLingard, Lorelei1 aTeslenko, Tatiana uhttps://genreacrossborders.org/biblio/uptake00452nas a2200121 4500008004100000245006700041210006100108300001200169490000700181100002300188700002300211856009600234 1989 eng d00aThe Nature, Classification, and Generic Structure of Proposals0 aNature Classification and Generic Structure of Proposals a317-3510 v191 aFreed, Richard, C.1 aRoberts, David, D. uhttps://genreacrossborders.org/biblio/nature-classification-and-generic-structure-proposals00380nas a2200109 4500008004100000245005200041210005000093300001200143490000700155100002300162856008500185 1987 eng d00aA Meditation on Proposals and Their Backgrounds0 aMeditation on Proposals and Their Backgrounds a157-1630 v171 aFreed, Richard, C. uhttps://genreacrossborders.org/biblio/meditation-proposals-and-their-backgrounds00631nas a2200217 4500008004100000245005400041210005300095260000900148300001000157653001400167653001200181653001000193653001300203653001900216653001100235100002000246700001800266700002000284700001800304856009100322 1994 eng d00aLocating Genre Studies: Antecedents and Prospects0 aLocating Genre Studies Antecedents and Prospects c1994 a1–?10aAustralia10aBakhtin10agenre10aHalliday10aNorth American10aSydney1 aFreedman, Aviva1 aMedway, Peter1 aFreedman, Aviva1 aMedway, Peter uhttps://genreacrossborders.org/biblio/locating-genre-studies-antecedents-and-prospects00498nas a2200133 4500008004100000245007100041210006900112300001400181490000700195100002000202700002000222700001800242856010400260 1994 eng d00aWearing Suits to Class: Simulating Genres and Simulations as Genre0 aWearing Suits to Class Simulating Genres and Simulations as Genr a193–2260 v111 aFreedman, Aviva1 aAdam, Christine1 aSmart, Graham uhttps://genreacrossborders.org/biblio/wearing-suits-class-simulating-genres-and-simulations-genre-000537nas a2200121 4500008004100000245011700041210006900158300001200227490000700239100002000246700002000266856012900286 1996 eng d00aLearning to Write Professionally: Situated Learning and the Transition from University to Professional Discourse0 aLearning to Write Professionally Situated Learning and the Trans a395-4270 v101 aFreedman, Aviva1 aAdam, Christine uhttps://genreacrossborders.org/biblio/learning-write-professionally-situated-learning-and-transition-university-professional00556nas a2200169 4500008004100000245007100041210006900112260000900181300001300190490000600203653001400209653001500223653001600238653001000254100002000264856010200284 1987 eng d00aLearning to Write Again: Discipline-Specific Writing at University0 aLearning to Write Again DisciplineSpecific Writing at University c1987 a95–1150 v410aclassroom10adiscipline10aethnography10agenre1 aFreedman, Aviva uhttps://genreacrossborders.org/biblio/learning-write-again-discipline-specific-writing-university00398nas a2200157 4500008004100000245002300041210002300064260000900087300001400096490000800110653001500118653001000133653001600143100002000159856006100179 1990 eng d00aReconceiving Genre0 aReconceiving Genre c1990 a279–2920 v8/910adiscipline10agenre10alinguistics1 aFreedman, Aviva uhttps://genreacrossborders.org/biblio/reconceiving-genre00482nas a2200181 4500008004100000245003300041210003200074260000900106300001400115490000700129653001400136653001500150653001000165653001300175653002400188100002000212856006800232 1993 eng d00aSituating Genre: A Rejoinder0 aSituating Genre A Rejoinder c1993 a272–2810 v2710aclassroom10aFahnestock10agenre10ateaching10aWilliams and Colomb1 aFreedman, Aviva uhttps://genreacrossborders.org/biblio/situating-genre-rejoinder00561nas a2200169 4500008004100000245007900041210006900120260000900189300001400198490000700212653001400219653001600233653001000249653001300259100002000272856009900292 1993 eng d00aShow and Tell? The Role of Explicit Teaching in the Learning of New Genres0 aShow and Tell The Role of Explicit Teaching in the Learning of N c1993 a222–2510 v2710aclassroom10acomposition10agenre10ateaching1 aFreedman, Aviva uhttps://genreacrossborders.org/biblio/show-and-tell-role-explicit-teaching-learning-new-genres00619nas a2200193 4500008004100000245007100041210006900112260000900181300001400190490000700204653001400211653001600225653001000241653001400251100002000265700002000285700001800305856010200323 1994 eng d00aWearing Suits to Class: Simulating Genres and Simulations as Genre0 aWearing Suits to Class Simulating Genres and Simulations as Genr c1994 a193–2260 v1110aclassroom10acomposition10agenre10aworkplace1 aFreedman, Aviva1 aAdam, Christine1 aSmart, Graham uhttps://genreacrossborders.org/biblio/wearing-suits-class-simulating-genres-and-simulations-genre00401nas a2200133 4500008004100000245003100041210003100072260003500103653001000138100002000148700001800168700001600186856006500202 1994 eng d00aGenre and the New Rhetoric0 aGenre and the New Rhetoric aLondonbTaylor & Francisc199410agenre1 aFreedman, Aviva1 aMedway, Peter1 aLuke, Allan uhttps://genreacrossborders.org/biblio/genre-and-new-rhetoric01351nas a2200133 4500008004100000245012800041210006900169300001400238490000600252520078700258100002001045700001801065856013401083 1997 eng d00aNavigating the Current of Economic Policy: Written Genres and the Distribution of Cognitive Work at a Financial Institution0 aNavigating the Current of Economic Policy Written Genres and the a238–2550 v43 a
Like navigating a ship (Hutchins, 1993), conducting monetary policy involves complex processes of distributed cognition. The difference is that, in a governmental financial institution like the Bank of Canada, much of the cognitive work and its distribution are accomplished by means of interweaving webs of genres of discourse. The genres of the Bank enable both the forming and reforming of policy as well as the constant reflexive self-monitoring necessary for maintaining the robustness of the institution and for achieving its goals. The genres operate as sites for the communal construction of and negotiation over knowledge; paradoxically, as institutionalized artifacts, they both channel and codify thinking at the same time that they function as sites for change.
1 aFreedman, Aviva1 aSmart, Graham uhttps://genreacrossborders.org/biblio/navigating-current-economic-policy-written-genres-and-distribution-cognitive-work-financial02504nas a2200145 4500008004100000245003200041210003200073260004900105520207200154653001402226653001002240100002002250700001802270856007002288 1994 eng d00aLearning and Teaching Genre0 aLearning and Teaching Genre aPortsmouth, NHbBoynton/Cook Heinemannc19943 aLearning and teaching genre / edited by Aviva Freedman and Peter Medway. Table of Contents: Introduction: New Views of Genre and Their Implications for Education / Aviva Freedman and Peter Medway -- 1. Where Is the Classroom? / Charles Bazerman -- 2. With Genre in Mind: The Expressive, Utterance, and Speech Genres in Classroom Discourse / John Hardcastle -- 3. Genres and Knowledge: Students Writing in the Disciplines / Janet Giltrow and Michele Valiquette -- 4. What Counts as Good Writing? Enculturation and Writing Assessment / Pat Currie -- 5. Learning to Operate Successfully in Advanced Level History / Sally Mitchell and Richard Andrews -- 6. From Discourse in Life to Discourse in Art: Teaching Poems as Bakhtinian Speech Genres / Don Bialostosky -- 7. Language as Personal Resource and as Social Construct: Competing Views of Literacy Pedagogy in Australia / Paul W. Richardson -- 8. Writing in Response to Each Other / John Dixon -- 9. Teaching Genre as Process / Richard M. Coe -- 10. Stoning the Romance: Girls as Resistant Readers and Writers / Pam Gilbert -- 11. Initiating Students into the Genres of Discipline-Based Reading and Writing / Patrick Dias -- 12. Writing Geography: Literacy, Identity, and Schooling / Bill Green and Alison Lee -- 13. Genres for Out-of-School Involvement / Malcolm Kirtley -- 14. Purposes, Not Text Types: Learning Genres Through Experience of Work / Sallyanne Greenwood -- 15. Speech Genres, Writing Genres, School Genres, and Computer Genres / Russell Hunt. 10aclassroom10agenre1 aFreedman, Aviva1 aMedway, Peter uhttps://genreacrossborders.org/biblio/learning-and-teaching-genre01562nas a2200277 4500008004100000245010100041210006900142260000900211300001400220490000700234520073800241653001500979653001200994653001301006653001101019653001001030653001401040653001301054653001301067653001301080653001101093653001901104653001701123100002601140856011801166 2000 eng d00aThe Symbolic Capital of Social Identities: The Genre of Bargaining in an Urban Guatemalan Market0 aSymbolic Capital of Social Identities The Genre of Bargaining in c2000 a155–1890 v103 aThis article examines bartering speech in a Guatemalan market as a particulartype of discourse, the genre of bargaining. It also investigates marketers' uses of that discourse as facilitating a process of negotiating their identities as social actors. The article examines, first, how the invocation of the genre of bargaining orders marketers' speech into a stable and coherent discourse; second, how the genre's connections with social, ideological, and political-economic relations invest marketers' speech with pre-established associations; and third, how marketers may manipulate social and ideological associations established by past conventions in order to negotiate the social value of their identities at present. 10abargaining10aBarktin10aBourdieu10achange10agenre10aGuatemala10ahegemony10aidentity10aideology10amarket10asocial capital10asocial value1 aFrench, Brigittine, M uhttps://genreacrossborders.org/biblio/symbolic-capital-social-identities-genre-bargaining-urban-guatemalan-market00499nas a2200169 4500008004100000245005000041210004800091260000900139300001400148490000700162653001000169653001400179653001000193100002200203700002300225856008100248 1976 eng d00aLanguage-Action: A Paradigm for Communication0 aLanguageAction A Paradigm for Communication c1976 a333–3490 v6210agenre10ahierarchy10arules1 aFrentz, Thomas, S1 aFarrell, Thomas, B uhttps://genreacrossborders.org/biblio/language-action-paradigm-communication01738nas a2200229 4500008004100000022001400041245008900055210006900144260001700213300001200230490000800242520102500250653002601275653001001301653001801311653000901329653001601338653001601354653001801370100001801388856010201406 2007 eng d a0030-812900aRiding Off into the Sunrise: Genre Contingency and the Origin of the Chinese Western0 aRiding Off into the Sunrise Genre Contingency and the Origin of cOctober 2007 a1482-980 v1223 aThe paradoxical dependence of genre histories on historically accidental acts of naming and on transcendental critical imagination is demonstrated by the Chinese western, a little-understood genre that has become a major part of Chinese-language cinema over the past two decades. After the genre was proposed in 1984 by the Chinese film theorist Zhong Dianfei, as a realist reaction against the ideological excesses of the Cultural Revolution, its ambiguous status as a Hollywood import quickly became a proxy for larger cultural battles over China's place in an American-dominated international cultural system. Moreover, despite assurances by Zhong and other critics that the genre was not susceptible to Hollywood influence, the production history of the genre from the late 1980s to the present demonstrates a pattern of generic influence and eventual fusion that tracks Chinese state-owned studios' evolution from subsidized propaganda organs to participants in a globalized entertainment industry.
10aamerican western film10achina10adramatic arts10afilm10agenre study10anationalism10awestern china1 aFried, Daniel uhttps://genreacrossborders.org/biblio/riding-sunrise-genre-contingency-and-origin-chinese-western00586nas a2200181 4500008004100000245007400041210006900115260000900184300001600193490000800209653001000217653001500227653001700242653001300259653001000272100001500282856010700297 2007 eng d00a'Reproducibles, Rubrics, and Everything You Need': Genre Theory Today0 aReproducibles Rubrics and Everything You Need Genre Theory Today c2007 a1626–16340 v12210agenre10aliterature10anew rhetoric10aregister10aworld1 aFrow, John uhttps://genreacrossborders.org/biblio/reproducibles-rubrics-and-everything-you-need-genre-theory-today00485nam a2200205 4500008004100000020001800041245001000059210001000069260002800079653001400107653001200121653001400133653001000147653001300157653001000170653001500180100001500195700001900210856005000229 2005 eng d a0-415-28063-X00aGenre0 aGenre aLondonbRoutledgec200510aAristotle10aBakhtin10aevolution10agenre10aliterary10aPlato10apragmatics1 aFrow, John1 aDrakakis, John uhttps://genreacrossborders.org/biblio/genre-200328nas a2200133 4500008004100000245002100041210002100062260000900083300001200092490000600104653001000110100001500120856005900135 1980 eng d00aDiscourse Genres0 aDiscourse Genres c1980 a73–810 v910agenre1 aFrow, John uhttps://genreacrossborders.org/biblio/discourse-genres00406nam a2200121 4500008004100000245003800041210003700079260005200116653001500168653001000183100001900193856007200212 1971 eng d00aAnatomy of Criticism: Four Essays0 aAnatomy of Criticism Four Essays aPrinceton, NJbPrinceton University Pressc197110aconvention10agenre1 aFrye, Northrop uhttps://genreacrossborders.org/biblio/anatomy-criticism-four-essays