00694nas a2200205 4500008004100000245006800041210006800109260004900177300001400226653001400240653001000254653001300264653000800277100002000285700002300305700002100328700002100349700001900370856009900389 2005 eng d00aTeaching and Learning a Multimodal Genre in a Psychology Course0 aTeaching and Learning a Multimodal Genre in a Psychology Course aLogan, UTbUtah State University Pressc2005 a171–19110aclassroom10agenre10ateaching10aWAC1 aAnson, Chris, M1 aDannels, Deanna, P1 aSt. Clair, Karen1 aHerrington, Anne1 aMoran, Charles uhttps://genreacrossborders.org/biblio/teaching-and-learning-multimodal-genre-psychology-course00514nas a2200181 4500008004100000245003100041210002700072260004800099300001400147653001000161653001300171653001900184653001200203100001700215700002000232700001800252856006200270 1974 eng d00aThe ethnography of writing0 aethnography of writing aCambridgebCambridge University Pressc1974 a425–43210agenre10aliteracy10asocial pattern10awriting1 aBasso, Keith1 aBauman, Richard1 aSherzer, Joel uhttps://genreacrossborders.org/biblio/ethnography-writing00935nas a2200277 4500008004100000020001800041245009900059210006900158260005000227653001300277653001100290653002100301653002300322653001100345653001100356653002000367653001900387653002000406653002400426653001100450653001600461653001200477100002200489700001600511856013000527 2004 eng d a0-8058-3806-600aWhat Writing Does and How It Does It: An Introduction to Analyzing Texts and Textual Practices0 aWhat Writing Does and How It Does It An Introduction to Analyzin aMahway, NJbLawrence Erlbaum Associatesc200410aactivity10aBarton10acontent analysis10adiscourse analysis10agenres10aHuckin10aintertextuality10amultiple media10aprocess tracing10arhetorical analysis10aSelzer10aspeech acts10aWysocki1 aBazerman, Charles1 aPrior, Paul uhttps://genreacrossborders.org/biblio/what-writing-does-and-how-it-does-it-introduction-analyzing-texts-and-textual-practices01687nas a2200229 4500008004100000245008400041210006900125260000900194300001400203490000700217520097300224653002401197653001001221653001701231653001401248653000901262653002601271653001801297653001201315100001901327856011101346 2000 eng d00aLearning the Trade: A Social Apprenticeship Model for Gaining Writing Expertise0 aLearning the Trade A Social Apprenticeship Model for Gaining Wri c2000 a185–2230 v173 aTaking a social constructionist point of view and drawing on the work in cognitive psychologyon situated cognition and expert performances, this study reports on a segment of an ethnography of writing in a workplace setting that reveals the interconnections of discourse community goals, writers' roles, and the socialization process for writers new to a given discourse community. Specifically, the data reveal 15 different writing roles assumed by members of the discourse community that depict a continuum from novice to expert writing behaviors. Writing roles were defined in relation to both the importance to community goals of the text to be written and to the amount of context-specific writing knowledge required to accomplish the task. The study applies the notion of legitimate peripheral participation in a discourse community and creates a framework for conceptualizing a social apprenticeship in writing either in school or nonschool settings. 10adiscourse community10agenre10agenre system10ahierarchy10arole10asocial apprenticeship10asocialization10awriting1 aBeaufort, Anne uhttps://genreacrossborders.org/biblio/learning-trade-social-apprenticeship-model-gaining-writing-expertise00817nam a2200265 4500008004100000020001800041245007000059210006500129260006700194653001400261653001900275653001200294653001200306653001400318653001000332653001200342653001500354653001200369653001500381653001200396653001400408653001200422100002200434856009500456 1994 eng d a0-271-02570-000aThe Ideology of Genre: A Comparative Study of Generic Instability0 aIdeology of Genre A Comparative Study of Generic Instability aUniversity Park, PAbPennsylvania State University Pressc199410aAlthusser10aars dictaminis10aBakhtin10aDerrida10aevolution10agenre10aJameson10aliterature10aromance10aspeech act10aTodorov10ause-value10aWestern1 aBeebee, Thomas, O uhttps://genreacrossborders.org/biblio/ideology-genre-comparative-study-generic-instability00620nam a2200253 4500008004100000020002200041245002300063210001900086260002800105653001000133653001300143653001000156653001400166653001000180653001100190653001500201653001400216653001500230653001100245653001000256653001700266100002600283856005700309 2010 eng d a978-0-7456-4908-500aThe Pragmatic Turn0 aPragmatic Turn aCambridgebPolityc201010aDewey10aHabermas10aHegel10aHeidegger10aJames10aPeirce10aphilosophy10apragmatic10apragmatism10aPutnam10aRorty10aWittgenstein1 aBernstein, Richard, J uhttps://genreacrossborders.org/biblio/pragmatic-turn00514nas a2200169 4500008004100000245006100041210005700102260000900159300001400168490000600182653001000188653001000198653001600208653001700224100001800241856008500259 2001 eng d00aThe Materiality of Language and the Pedagogy of Exchange0 aMateriality of Language and the Pedagogy of Exchange c2001 a117–1410 v110aCohen10agenre10amaterialism10aWittgenstein1 aBleich, David uhttps://genreacrossborders.org/biblio/materiality-language-and-pedagogy-exchange00508nam a2200133 4500008004100000245007000041210006700111260003900178653001000217653001400227653001300241100002200254856009800276 2001 eng d00aWriting Space: Computers, Hypertext, and the Remediation of Print0 aWriting Space Computers Hypertext and the Remediation of Print aMahway, NJbLawrence Erlbaumc200110agenre10agift site10aweb site1 aBolter, Jay David uhttps://genreacrossborders.org/biblio/writing-space-computers-hypertext-and-remediation-print00837nas a2200241 4500008004100000245007900041210006900120260012100189653001000310653001300320653001600333653001300349653001100362100001800373700001900391700001800410700001700428700002600445700002000471700002000491700002100511856006300532 2004 eng d00aRemediation, Genre, and Motivation: Key Concepts for Teaching with Weblogs0 aRemediation Genre and Motivation Key Concepts for Teaching with aMinneapolis, MNbUniversity of Minnesota Libraries, http://blog.lib.umn.edu/blogosphere/remediation_genre.htmlc200410agenre10apedagogy10aremediation10ateaching10aweblog1 aBrooks, Kevin1 aNichols, Cindy1 aPirebe, Sybil1 aGurak, Laura1 aAntonijevic, Smiljana1 aJohnson, Laurie1 aRatliff, Clancy1 aReymann, Jessica uhttp://blog.lib.umn.edu/blogosphere/remediation_genre.html00762nam a2200229 4500008004100000020001800041245007600059210006900135260004700204653001300251653001000264653001600274653001400290653001600304653001400320653002300334653000900357653000800366100002700374700002800401856010300429 1990 eng d a0-226-09341-000aDeeds Done in Words: Presidential Rhetoric and the Genres of Governance0 aDeeds Done in Words Presidential Rhetoric and the Genres of Gove aChicagobUniversity of Chicago Pressc199010afarewell10agenre10aimpeachment10ainaugural10ainstitution10apresident10astate of the union10aveto10awar1 aCampbell, Karlyn Kohrs1 aJamieson, Kathleen Hall uhttps://genreacrossborders.org/biblio/deeds-done-words-presidential-rhetoric-and-genres-governance00533nas a2200157 4500008004100000245005900041210005700100300001400157490000700171653001300178653001400191653003400205653003100239100002000270856008500290 2007 eng d00aWays of Knowing, Doing, and Writing in the Disciplines0 aWays of Knowing Doing and Writing in the Disciplines a385–4180 v5810aacademic10ametagenre10awriting across the curriculum10awriting in the disciplines1 aCarter, Michael uhttps://genreacrossborders.org/biblio/ways-knowing-doing-and-writing-disciplines01361nas a2200229 4500008004100000245006100041210006100102260000900163300001400172490000700186520071500193653001900908653001000927653001500937653002200952653000800974653000800982100002000990700001901010700001901029856008301048 2007 eng d00aWriting to Learn by Learning to Write in the Disciplines0 aWriting to Learn by Learning to Write in the Disciplines c2007 a278–3020 v213 aThe traditional distinction between writing across the curriculum and writingin the disciplines (WID) as writing to learn versus learning to write understates WID’s focus on learning in the disciplines. Advocates of WID have described learning as socialization, but little research addresses how writing disciplinary discourses in disciplinary settings encourages socialization into the disciplines. Data from interviews with students who wrote lab reports in a biology lab suggest five ways in which writing promotes learning in scientific disciplines. Drawing on theories of situated learning, the authors argue that apprenticeship genres can encourage socialization into disciplinary communities. 10aapprenticeship10agenre10alab report10asituated learning10aWAC10aWID1 aCarter, Michael1 aFerzli, Miriam1 aWiebe, Eric, N uhttps://genreacrossborders.org/biblio/writing-learn-learning-write-disciplines00565nas a2200181 4500008004100000245007000041210006900111260004300180490000900223653001000232653001400242653001300256653001200269653001100281653000800292100002100300856006200321 1998 eng d00aPersonal Home Pages and the Construction of Identities on the Web0 aPersonal Home Pages and the Construction of Identities on the We bUniversity of Wales, Aberystwythc19980 v200410agenre10ahome page10aidentity10aprivate10apublic10aweb1 aChandler, Daniel uhttp://www.aber.ac.uk/media/Documents/short/webident.html00684nas a2200205 4500008004100000245005600041210005600097260000900153300009600162490000600258653001400264653001400278653001000292653001300302653001100315653001200326100002700338700001700365856009600382 2001 eng d00aConsidering Genre in the Digital Literacy Classroom0 aConsidering Genre in the Digital Literacy Classroom c2001 ahttp://www.readingonline.org/electronic/elec_index.asp?HREF=/electronic/chandler/index.html0 v510aclassroom10aeducation10agenre10aliteracy10ashrine10awebpage1 aChandler-Olcott, Kelly1 aMahar, Donna uhttp://www.readingonline.org/electronic/elec_index.asp?HREF=/electronic/chandler/index.html02193nam a2200205 4500008004100000020001800041245004000059210003700099260005700136520161100193653001601804653001001820653001101830653001301841653001401854653001301868653001201881100001901893856007501912 2005 eng d a0-8141-5250-300aTeaching writing: Craft, art, genre0 aTeaching writing Craft art genre aUrbana, IllbNational Council of Teachers of English3 a
In today’s educational climate, it is more important than ever that we prepare our students to be effective and competent writers who can write for a variety of purposes. How can we teach our students the skills they need to be successful while also fostering an appreciation for the process, craft, and art of writing?
Drawing from sound theory and research as well as on many years of experience in the English classroom, Fran Claggett and colleagues Joan Brown, Nancy Patterson, and Louann Reid have created a writing teacher’s resource to help both new and experienced teachers sort through the often complex issues in the teaching of writing. With innovative, teacher-tested strategies for creating a classroom in which students thrive as writers, Teaching Writing: Craft, Art, Genre is a must-have addition to every writing teacher’s library.
In this volume, you’ll discover:
192 pp. 2005. Grades 7–12. ISBN 0-8141-5250-3.
10acomposition10agenre10amiddle10aresource10asecondary10ateaching10awriting1 aClaggett, Fran uhttps://genreacrossborders.org/biblio/teaching-writing-craft-art-genre01725nas a2200217 4500008004100000245004000041210003600081260000900117300001100126490000700137520116000144653001201304653001401316653001001330653002401340653001401364100001901378700001701397700002501414856006801439 2009 eng d00aThe Evolution of Genre in Wikipedia0 aEvolution of Genre in Wikipedia c2009 a1–220 v243 aThis paper presents an overview of the ways in which genres, or structuralforms, develop in a community of practice, in this case, Wikipedia. Firstly, we collected data by performing a small search task in the Wikipedia search engine (powered by Lucene) to locate articles related to global car manufacturers, for example, British Leyland, Ferrari and General Motors. We also searched for typical biographical articles about notable people, such as Spike Milligan, Alex Ferguson, Nelson Mandela and Karl Marx. An examination of the data thus obtained revealed that these articles have particular forms and that some genres connect to each other and evolve, merge and overlap. We then looked at the ways in which the purpose and form of a biographical article have evolved over six years within this community. We concluded the work with a discussion on the usefulness of Wikipedia as a vehicle for such genre investigations. This small analysis has allowed us to start generating a number of detailed research questions as to how forms may act as descriptors of genre and to discuss plans for experimental work aimed at answering these questions.
10adigital10aevolution10agenre10ainformation science10awikipedia1 aClark, Malcolm1 aRuthven, Ian1 aHolt, Patrik O'Brian uhttps://genreacrossborders.org/biblio/evolution-genre-wikipedia00489nas a2200217 4500008004100000245001700041210001700058260000900075300001100084490000700095653001400102653001200116653001700128653000900145653001300154653001000167653001200177653001000189100001700199856005500216 2003 eng d00aIntroduction0 aIntroduction c2003 av–xv0 v3410aanthology10aBakhtin10acase history10afilm10afolktale10agenre10ahistory10aWells1 aCohen, Ralph uhttps://genreacrossborders.org/biblio/introduction00460nas a2200181 4500008004100000245001900041210001700060300001100077490000700088653001600095653001500111653001000126653001100136653001300147653002000160110004300180856005500223 2011 eng d00aGenre [poster]0 aGenre poster an. pag0 v6210acomposition10adefinition10agenre10aposter10aresource10awriting process1 aCollege Composition and Communication. uhttps://genreacrossborders.org/biblio/genre-poster00656nas a2200217 4500008004100000245007400041210006900115260000900184300001400193490000700207653001000214653001100224653001000235653001500245653001800260653000800278653001000286100002000296700002000316856010200336 2000 eng d00aReproduced and Emergent Genres of Communication on the World Wide Web0 aReproduced and Emergent Genres of Communication on the World Wid c2000 a201–2150 v1610agenre10amedium10anovel10aOrlikowski10astructuration10aweb10aYates1 aCrowston, Kevin1 aWilliams, Marie uhttps://genreacrossborders.org/biblio/reproduced-and-emergent-genres-communication-world-wide-web02214nam a2200205 4500008004100000020002200041245004700063210004400110260005700154520160100211653001601812653001001828653001601838653001601854653001301870653001301883653001201896100001801908856008201926 2008 eng d a978-0-8141-1841-200aGenre theory: Teaching, writing, and being0 aGenre theory Teaching writing and being aUrbana, IllbNational Council of Teachers of English3 aContemporary genre theory is probably not what you learned in college. Its dynamic focus on writing as a social activity in response to a particular situation makes it a powerful tool for teaching practical skills and preparing students to write beyond the classroom.
Although genre is often viewed as simply a method for labeling different types of writing, Deborah Dean argues that exploring genre theory can help teachers energize their classroom practices.
Genre Theory synthesizes theory and research about genres and provides applications that help teachers artfully address the challenges of teaching high school writing.
Knowledge of genre theory helps teachers:
Because genre theory connects writing and life, Dean’s applications provide detailed suggestions for class projects—such as examining want ads, reading fairy tales, and critiquing introductions—that build on students’ lived experience with genres. These wide-ranging activities can be modified for a broad variety of grade levels and student interests.
119 pp. 2008. Grades 9–12. ISBN 978-0-8141-1841-2.
10acomposition10agenre10agrades 9-1210ahigh school10aresource10ateaching10awriting1 aDean, Deborah uhttps://genreacrossborders.org/biblio/genre-theory-teaching-writing-and-being00681nas a2200205 4500008004100000245007000041210006500111260002900176300001200205653001600217653001800233653002300251653001300274653001500287100001800302700001700320700002100337700001900358856009800377 2005 eng d00aThe Teaching and Learning of Web Genres in First-Year Composition0 aTeaching and Learning of Web Genres in FirstYear Composition aLogan, UTbUtah State UP a196-21810acomposition10adigital media10afirst year writing10ateaching10aweb genres1 aEdwards, Mike1 aMcKee, Heidi1 aHerrington, Anne1 aMoran, Charles uhttps://genreacrossborders.org/biblio/teaching-and-learning-web-genres-first-year-composition01687nas a2200169 4500008004100000245008100041210006900122260005600191300001100247520107600258653001001334653000901344100001901353700002201372700001701394856010601411 2005 eng d00aCollaborative Authoring on the Web: A Genre Analysis of Online Encyclopedias0 aCollaborative Authoring on the Web A Genre Analysis of Online En aLos Alamitos, CAbIEEE Computer Society Pressc2005 a99a–3 aThis paper presents the results of a genre analysis of two web-based collaborative authoring environments, Wikipedia and Everything2, both of which are intended as repositories of encyclopedic knowledge and are open to contributions from the public. Using corpus linguistic methods and factor analysis of word counts for features of formality and informality, we show that the greater the degree of post-production editorial control afforded by the system, the more formal and standardized the language of the collaboratively-authored documents becomes, analogous to that found in traditional print encyclopedias. Paradoxically, users who faithfully appropriate such systems create homogeneous entries, at odds with the goal of open-access authoring environments to create diverse content. The findings shed light on how users, acting through mechanisms provided by the system, can shape (or not) features of content in particular ways. We conclude by identifying sub-genres of web-based collaborative authoring environments based on their technical affordances.
10agenre10awiki1 aEmigh, William1 aHerring, Susan, C1 aSprague, Jr. uhttps://genreacrossborders.org/biblio/collaborative-authoring-web-genre-analysis-online-encyclopedias00741nas a2200229 4500008004100000245009900041210006900140260000900209300001400218490000600232653001300238653001500251653001600266653001900282653001400301653001400315653001900329653000700348653001000355100001800365856012800383 2004 eng d00aTrading Private and Public Spaces @ HGTV and TLC: On New Genre Formations in Transformation TV0 aTrading Private and Public Spaces HGTV and TLC On New Genre Form c2004 a157–1810 v310aaudience10aconfession10aconsumerism10ainterpellation10anew genre10aspectacle10atransformation10aTV10awomen1 aEverett, Anna uhttps://genreacrossborders.org/biblio/trading-private-and-public-spaces-hgtv-and-tlc-new-genre-formations-transformation-tv01890nas 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%94revisited01840nas 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-perceived00610nas 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-archives00619nas 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-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-rejoinder01738nas 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-today01870nas a2200277 4500008004100000245010500041210006900146260000900215300001400224490000700238520107000245653001001315653006001325100001501385700001601400700002101416700001301437700001201450700002201462700001601484700001601500700001501516700001401531700001301545856003401558 2001 eng d00aIText: Future Directions for Research on the Relationship between Information Technology and Writing0 aIText Future Directions for Research on the Relationship between c2001 a269–3080 v153 aMost people who use information technology (IT) every day use IT in text-centered interactions. In e-mail, we compose and read texts. On the Web, we read (and often compose) texts. And when we create and refer to the appointments and notes in our personal digital assistants, we use texts. Texts are deeply embedded in cultural, cognitive, and material arrangements that go back thousands of years. Information technologies with texts at their core are, by contrast, a relatively recent development. To participate with other information researchers in shaping the evolution of these ITexts, researchers and scholars must build on a knowledge base and articulate issues, a task undertaken in this article. The authors begin by reviewing the existing foundations for a research program in IText and then scope out issues for research over the next five to seven years. They direct particular attention to the evolving character of ITexts and to their impact on society. By undertaking this research, the authors urge the continuing evolution of technologies of text.10aethos10aworld-wide-web; genre; communication; literacy; systems1 aGeisler, C1 aBazerman, C1 aDoheny-Farina, S1 aGurak, L1 aHaas, C1 aJohnson-Eilola, J1 aKaufer, D S1 aLunsford, A1 aMiller, CR1 aWinsor, D1 aYates, J uThe volume “Genres on the Web” has been designed for a wide audience, from the expert to the novice. It is a required book for scholars, researchers and students who want to become acquainted with the latest theoretical, empirical and computational advances in the expanding field of web genre research. The study of web genre is an overarching and interdisciplinary novel area of research that spans from corpus linguistics, computational linguistics, NLP, and text-technology, to web mining, webometrics, social network analysis and information studies. This book gives readers a thorough grounding in the latest research on web genres and emerging document types. The book covers a wide range of web-genre focussed subjects, such as: • The identification of the sources of web genres • Automatic web genre identification • The presentation of structure-oriented models • Empirical case studies One of the driving forces behind genre research is the idea of a genre-sensitive information system, which incorporates genre cues complementing the current keyword-based search and retrieval applications.
10acomputational linguistics10acorpus linguistics10adocument type10agenre theory10aweb genre1 aMehler, Alexander1 aSharoff, Serge1 aSantini, Marina1 aIde, Nancy1 aVéronis, Jean uhttp://www.springer.com/computer/ai/book/978-90-481-9177-200893nas a2200277 4500008004100000245006200041210006100103260012900164653000900293653001000302653001200312653001800324653001000342653001300352653000800365653001400373653001100387100002300398700001900421700001700440700002600457700002000483700002000503700002100523856007100544 2004 eng d00aBlogging as Social Action: A Genre Analysis of the Weblog0 aBlogging as Social Action A Genre Analysis of the Weblog aMinneapolis, MNbUniversity of Minnesota Libraries, http://blog.lib.umn.edu/blogosphere/blogging_as_social_action.htmlc200410ablog10adiary10adigital10aexhibitionism10agenre10ainternet10alog10avoyeurism10aweblog1 aMiller, Carolyn, R1 aShepherd, Dawn1 aGurak, Laura1 aAntonijevic, Smiljana1 aJohnson, Laurie1 aRatliff, Clancy1 aReymann, Jessica uhttp://blog.lib.umn.edu/blogosphere/blogging_as_social_action.html01679nas a2200241 4500008004100000245010700041210006900148260000900217300001600226490000700242520091100249653001101160653001001171653002401181653001301205653001701218653001201235653000901247653000801256100002101264700002201285856013001307 2008 eng d00aClassifying Web Genres in Context: A Case Study Documenting the Web Genres Used by a Software Engineer0 aClassifying Web Genres in Context A Case Study Documenting the W c2008 a1410–14300 v443 aThis case study analyzes the Internet-based resources that a software engineer uses in his daily work. Methodologically,we studied the web browser history of the participant, classifying all the web pages he had seen over a period of 12 days into web genres. We interviewed him before and after the analysis of the web browser history. In the first interview, he spoke about his general information behavior; in the second, he commented on each web genre, explaining why and how he used them. As a result, three approaches allow us to describe the set of 23 web genres obtained: (a) the purposes they serve for the participant; (b) the role they play in the various work and search phases; (c) and the way they are used in combination with each other. Further observations concern the way the participant assesses quality of web-based resources, and his information behavior as a software engineer. 10aaccess10agenre10ainformation science10ainternet10aprofessional10apurpose10auser10aweb1 aMontesi, Michela1 aNavarrete, Trilce uhttps://genreacrossborders.org/biblio/classifying-web-genres-context-case-study-documenting-web-genres-used-software-engineer02285nas a2200193 4500008004100000245010200041210006900143260000900212490000700221520163100228653002001859653001801879653001201897653001401909653001101923653001401934100001801948856012501966 2011 eng d00a"Hick-Hop Hooray? 'Honky Tonk Badonkadonk,' Musical Genre, and the Misrecognitions of Hybridity."0 aHickHop Hooray Honky Tonk Badonkadonk Musical Genre and the Misr c20110 v283 aThis paper takes the country music song and video ‘‘Honky Tonk Badonkadonk’’ as a case study of the deeply ambivalent potentials of hybridity in contemporary culture. ‘‘Badonkadonk’’ was celebrated by some as joining hip hop and country music to create a ‘‘hybrid,’’ a type of cultural text valorized in various intellectual and popular discourses as both embodying and advancing progressive social values such as antiracism and antiemperialism. This essay, however, uses close reading and an account of ‘‘Badonkadonk’s’’context within country music’s generic selfconstruction to expose the conflicted nature of the text’s hybridity, which includes substantial reactionary and essentialist elements. ‘‘Badonkadonk’’ caters to American culture’s growing embrace of hybridity while continuing twentieth century efforts to downplay country music’s racially hybrid roots.
This instance highlights problems in concepts such as hybridity and cosmopolitanism. This includes the crucial distinction between consciously hybrid works of art or culture, and the less consciously hybrid objects that emerge ‘‘naturally’’ from the mixing of cultures. The rise of selfconsciously hybrid culture and the celebration of hybridity have been partially enabled by contemporary academic theories of hybridity’s progressivism. The essay concludes by highlighting some of the strategic and philosophical shortcomings of such selfconscious hybridism.
10aCosmopolitanism10aCountry music10aHip-Hop10aHybridity10aparody10aWhiteness1 aMorris, David uhttps://genreacrossborders.org/biblio/hick-hop-hooray-honky-tonk-badonkadonk-musical-genre-and-misrecognitions-hybridity00752nas a2200241 4500008004100000245005900041210005800100260004700158300001400205490000700219653003200226653001900258653001000277653001300287653001800300653000800318100001900326700002300345700002000368700002200388700002000410856008000430 2001 eng d00aGenres from the Bottom Up: What Has the Web Brought Us0 aGenres from the Bottom Up What Has the Web Brought Us aMedford, NJbInformation Today, Inc.c2001 a330–3390 v3810aautomated genre recognition10aclassification10agenre10ainternet10auser behavior10aweb1 aNilan, Michael1 aPomerantz, Jeffrey1 aPaling, Stephen1 aAversa, Elizabeth1 aManley, Cynthia uhttps://genreacrossborders.org/biblio/genres-bottom-what-has-web-brought-us01729nas a2200193 4500008004100000245004700041210004700088260000900135300001600144520117900160653002401339653001901363653001101382653001001393653002301403653000801426100001601434856008501450 2002 eng d00aTowards Automatic Web Genre Identification0 aTowards Automatic Web Genre Identification c2002 a1143–11523 aWe argue for a systematic analysis of one particular, well structureddomain—academic Web pages—with regard to a special class of digital genres: Web genres. For this purpose, we have developed a database-driven system that will ultimately consist of more than 3 000 000 HTML documents, written in German, which are the empirical basis for our research. We introduce the notions of Web genre type which constitutes the basic framework for a certain Web genre, and compulsory and optional Web genre modules. These act as building blocks which go together to make up the structure characterised by theWeb genre type and furthermore, operate as modifiers for the defaultThis article offers a way of using the theory of audience design—how speakers position different audience groups as main addressees, overhearers, or bystanders—for written discourse. It focuses on main addressees, that is, those audience members who are expected to participate in and respond to a speaker’s utterances. The text samples are articles, letters, and editorials on women’s suffrage that were published between 1909 and 1912 in Canadian periodicals. In particular, the author analyzes noun phrases with which suffrageskeptical women are addressed, relying on the theory of constitutive rhetoric to highlight the interpellative force with which the audience design of this public political debate operates.
10aaddressee10aErving Goffman10aHerbert C. Clark10ainterpellation10anoun phrases10arhetorical situation10awomen’s rights1 aThieme, Katja uhttp://wcx.sagepub.com/content/27/1/3600804nas a2200217 4500008004100000020002200041022002200063245012800085210006900213260005100282300001200333653002100345653002400366653002600390653002000416653003000436100001800466700002000484700002200504856006000526 2012 eng d a978-1-55458-632-5 a978-1-55458-632-500aLetters to the women's page editor: Reading Francis Marion Beynon's "The Country Homemakers" and a public culture for women0 aLetters to the womens page editor Reading Francis Marion Beynons aWaterloo, ONbWilfrid Laurier University Press a215-23110aCanadian studies10acollective rhetoric10aletters to the editor10aprint discourse10awomen's suffrage movement1 aThieme, Katja1 aMorra, Linda, M1 aSchagerl, Jessica uhttp://www.wlupress.wlu.ca/Catalog/morra-schagerl.shtml00498nas a2200169 4500008004100000245005500041210005500096300001200151490000700163653001000170653001700180653002200197653001300219653001300232100001500245856006800260 2015 eng d00aGenre Theory for Product Instructions and Warnings0 aGenre Theory for Product Instructions and Warnings a303-3280 v5410agenre10ainstructions10aproduct liability10arhetoric10awarnings1 aTodd, Jeff uhttp://contentdm.washburnlaw.edu/cdm/ref/collection/wlj/id/649002041nas a2200229 4500008004100000245012000041210007200161300001200233520121000245653002801455653001401483653001301497653001401510653001801524653001601542653001401558653002201572653002201594653002601616100002301642856014601665 2012 eng d00aEl panegírico y el problema de los géneros en la retórica sacra del mundo hispánico. Acercamiento metodológico0 aEl panegírico y el problema de los géneros en la retórica sacra a219-2473 aEste trabajo analiza tres de los principales criterios mediante los cuales se ha buscado clasificar la predicación hispánica en géneros, entre los que se ha incluido el panegírico. Se revisa la tradición retórica clásica y se establecen diferencias con la oratoria sagrada, con el fin de determinar en qué medida es posible clasificar géneros del sermón. Además, se busca determinar cuál sería el lugar del panegírico dentro de la retórica sacra. Palabras clave: retórica sagrada, panegírico, discurso, Nueva España, siglos XVII-XVIII.
This work is based on a review of three of the main criteria used to classify Hispanic preaching in genres (types of sermons). These criteria have also been used to classify panegyric as a genre of sacred oratory. Establishing differences between classical rhetoric and sacred oratory, this paper will try to define the place of the panegyric in preaching, thus determining in which ways it is possible to speak about genres of the sermon. Key words: sacred oratory, panegyric, discourse, New Spain, 16th and 17th centuries.
10a16th and 17th centuries10adiscourse10adiscurso10aNew Spain10aNueva España10apanegírico10apanegyric10aretórica sagrada10asiglos XVII-XVIII10awords: sacred oratory1 aUrrejola, Bernarda uhttps://genreacrossborders.org/biblio/el-paneg%C3%ADrico-y-el-problema-de-los-g%C3%A9neros-en-la-ret%C3%B3rica-sacra-del-mundo-hisp%C3%A1nico00735nas a2200205 4500008004100000245013300041210006900174260000900243300001400252490000700266653001200273653001500285653001000300653001400310653001400324653001500338100002200353700001900375856013500394 2006 eng d00aWhy Structure and Genre Matter for Users of Digital Information: A Longitudinal Experiment with Readers of a Web-Based Newspaper0 aWhy Structure and Genre Matter for Users of Digital Information c2006 a502–5260 v6410adigital10aexperiment10agenre10astructure10ausability10aweb design1 aVaughan, Misha, W1 aDillon, Andrew uhttps://genreacrossborders.org/biblio/why-structure-and-genre-matter-users-digital-information-longitudinal-experiment-readers-web00687nas a2200229 4500008004100000245007400041210006900115260000900184300001400193490000700207653001300214653001000227653001800237653001000255653001100265653001500276653000900291653001500300653001500315100002300330856010400353 2000 eng d00aOrdering Work: Blue-Collar Literacy and the Political Nature of Genre0 aOrdering Work BlueCollar Literacy and the Political Nature of Ge c2000 a155–1840 v1710aengineer10agenre10aimprovisation10apower10astatus10atechnician10atext10avisibility10awork order1 aWinsor, Dorothy, A uhttps://genreacrossborders.org/biblio/ordering-work-blue-collar-literacy-and-political-nature-genre00799nas a2200253 4500008004100000245011500041210006900156260000900225300001400234490000700248653001100255653002000266653001100286653000800297653000700305653001100312653001200323653001000335653001100345653000900356653002300365100002300388856013400411 1999 eng d00aGenre and Activity Systems: The Role of Documentation in Maintaining and Changing Engineering Activity Systems0 aGenre and Activity Systems The Role of Documentation in Maintain c1999 a200–2240 v1610aactant10aactivity theory10aagency10aANT10aAT10achange10acontext10agenre10aLatour10atext10aworkplace document1 aWinsor, Dorothy, A uhttps://genreacrossborders.org/biblio/genre-and-activity-systems-role-documentation-maintaining-and-changing-engineering-activity00661nas a2200193 4500008004100000245009200041210006900133260000900202300001200211490000700223653002000230653001400250653001000264653001200274653003300286653001400319100001700333856011700350 2000 eng d00aCommunicative Practices in the Workplace: A Historical Examination of Genre Development0 aCommunicative Practices in the Workplace A Historical Examinatio c2000 a57–790 v3010aactivity theory10aevolution10agenre10ahistory10aorganizational communication10aworkplace1 aZachry, Mark uhttps://genreacrossborders.org/biblio/communicative-practices-workplace-historical-examination-genre-development