%0 Journal Article %J Carleton Papers in Applied Language Studies %D 1987 %T Learning to Write Again: Discipline-Specific Writing at University %A Freedman, Aviva %K classroom %K discipline %K ethnography %K genre %B Carleton Papers in Applied Language Studies %V 4 %P 95–115 %8 1987 %G eng %0 Journal Article %J Texte %D 1990 %T Reconceiving Genre %A Freedman, Aviva %K discipline %K genre %K linguistics %B Texte %V 8/9 %P 279–292 %8 1990 %G eng %0 Journal Article %J Research in the Teaching of English %D 1993 %T Situating Genre: A Rejoinder %A Freedman, Aviva %K classroom %K Fahnestock %K genre %K teaching %K Williams and Colomb %B Research in the Teaching of English %V 27 %P 272–281 %8 1993 %G eng %0 Journal Article %J Research in the Teaching of English %D 1993 %T Show and Tell? The Role of Explicit Teaching in the Learning of New Genres %A Freedman, Aviva %K classroom %K composition %K genre %K teaching %B Research in the Teaching of English %V 27 %P 222–251 %8 1993 %G eng %0 Journal Article %J Written Communication %D 1994 %T Wearing Suits to Class: Simulating Genres and Simulations as Genre %A Freedman, Aviva %A Adam, Christine %A Smart, Graham %K classroom %K composition %K genre %K workplace %B Written Communication %V 11 %P 193–226 %8 1994 %G eng %0 Generic %D 1994 %T Genre and the New Rhetoric %A Freedman, Aviva %A Medway, Peter %E Luke, Allan %K genre %B Critical Perspectives on Literacy and Education %I Taylor & Francis %C London %8 1994 %G eng %0 Generic %D 1994 %T Learning and Teaching Genre %A Freedman, Aviva %A Medway, Peter %K classroom %K genre %X Learning 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. %I Boynton/Cook Heinemann %C Portsmouth, NH %8 1994 %G eng %0 Book Section %B Genre and the New Rhetoric %D 1994 %T Locating Genre Studies: Antecedents and Prospects %A Freedman, Aviva %A Medway, Peter %E Freedman, Aviva %E Medway, Peter %K Australia %K Bakhtin %K genre %K Halliday %K North American %K Sydney %B Genre and the New Rhetoric %P 1–? %8 1994 %G eng %0 Journal Article %J Mind, Culture, and Activity %D 1997 %T Navigating the Current of Economic Policy: Written Genres and the Distribution of Cognitive Work at a Financial Institution %A Freedman, Aviva %E Smart, Graham %X

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.

%B Mind, Culture, and Activity %V 4 %P 238–255 %G eng %N 4 %9 undefined %& 238 %0 Journal Article %J Journal of Business and Technical Communication %D 1996 %T Learning to Write Professionally: Situated Learning and the Transition from University to Professional Discourse %A Freedman, Aviva %A Adam, Christine %B Journal of Business and Technical Communication %V 10 %P 395-427 %G eng %0 Journal Article %J Written Communication %D 1994 %T Wearing Suits to Class: Simulating Genres and Simulations as Genre %A Freedman, Aviva %A Adam, Christine %A Smart, Graham %B Written Communication %V 11 %P 193–226 %G eng