00688nas a2200217 4500008004100000020001400041245006200055210006200117260000900179300001000188490000700198653001400205653003000219653002300249653001000272653001600282653003400298653001500332100002300347856010000370 1997 eng d a0287-162900aGenres and Text Types in Medieval and Renaissance English0 aGenres and Text Types in Medieval and Renaissance English c1997 a49-620 v4710a1100-169910aEnglish language (Middle)10aEnglish literature10agenre10agenre study10arelationship to text typology10astylistics1 aTaavitsainen, Irma uhttps://genreacrossborders.org/pt/biblio/genres-and-text-types-medieval-and-renaissance-english00453nam a2200133 4500008004100000020001800041245003100059210003100090260004200121653001800163653001500181100002800196856009500224 2009 eng d a978160329061600aTeaching the Graphic Novel0 aTeaching the Graphic Novel aNew YorkbModern Language Association10agraphic novel10aliterature1 aTabachnick, Stephen, E. uhttps://www.mla.org/Publications/Bookstore/Options-for-Teaching/Teaching-the-Graphic-Novel01340nas a2200121 4500008004100000245008000041210006900121300001200190490000700202520094600209100001501155856004801170 2012 eng d00aTheorizing Uptake and Knowledge Mobilization: A Case for Intermediary Genre0 aTheorizing Uptake and Knowledge Mobilization A Case for Intermed a455-4760 v293 a
Recent scholarship in genre studies has extended its focus from studying single genres to multiple genres, as well as how these genres interact with one another. This essay seeks to contribute to this growing scholarship by adding a new concept, intermediary genre. That is, a genre that facilitates the “uptake” of a genre by another genre. This concept is designed to reveal a particular aspect of multiple genres: that one genre can be used to connect and mobilize two otherwise unconnected genres to make uptake possible. The concept is illustrated in case study of knowledge mobilization, an instance in which scientific research was used in the judicial system to inform public policies on eyewitness handling and police-lineup procedures. The case study shows how intermediary genres emerge, how they connect other genres, and how knowledge circulates as a result of such connections and affects policy decisions.
1 aTachino, T uhttps://genreacrossborders.org/pt/node/120101345nas a2200121 4500008004100000245008000041210006900121300001400190490000700204520094600211100001801157856004801175 2012 eng d00aTheorizing Uptake and Knowledge Mobilization: A Case for Intermediary Genre0 aTheorizing Uptake and Knowledge Mobilization A Case for Intermed a455–4760 v293 aRecent scholarship in genre studies has extended its focus from studying single genres to multiple genres, as well as how these genres interact with one another. This essay seeks to contribute to this growing scholarship by adding a new concept, intermediary genre. That is, a genre that facilitates the “uptake” of a genre by another genre. This concept is designed to reveal a particular aspect of multiple genres: that one genre can be used to connect and mobilize two otherwise unconnected genres to make uptake possible. The concept is illustrated in case study of knowledge mobilization, an instance in which scientific research was used in the judicial system to inform public policies on eyewitness handling and police-lineup procedures. The case study shows how intermediary genres emerge, how they connect other genres, and how knowledge circulates as a result of such connections and affects policy decisions.
1 aTachino, Tosh uhttps://genreacrossborders.org/pt/node/109600476nas a2200145 4500008004100000245006000041210005800101260000900159300001100168490000700179653002100186653001000207100002400217856008900241 2003 eng d00aA Genre System View of the Funding of Academic Research0 aGenre System View of the Funding of Academic Research c2003 a7–360 v2010aacademic writing10agenre1 aTardy, Christine, M uhttps://genreacrossborders.org/pt/biblio/genre-system-view-funding-academic-research00441nam a2200133 4500008004100000245002900041210002900070260004300099653002100142653002800163100002400191700002200215856007000237 2009 eng d00aBuilding Genre Knowledge0 aBuilding Genre Knowledge aWest Lafayette, INbParlor Pressc200910agraduate student10alongitudinal case study1 aTardy, Christine, M1 aMatsude, Paul Kei uhttps://genreacrossborders.org/pt/biblio/building-genre-knowledge00566nas a2200157 4500008004100000245006000041210005600101260004800157300001400205653001000219653001600229100002400245700002000269700002200289856009700311 2008 eng d00aForm, Text Organization, Genre, Coherence, and Cohesion0 aForm Text Organization Genre Coherence and Cohesion aNew YorkbLawrence Erlbaum Associatesc2008 a565–58110agenre10alinguistics1 aTardy, Christine, M1 aSwales, John, M1 aBazerman, Charles uhttps://genreacrossborders.org/pt/biblio/form-text-organization-genre-coherence-and-cohesion01256nam a2200133 4500008004100000020002200041245006000063210005900123260004800182520078900230653002101019100002401040856005801064 2016 eng d a978-0-472-03647-900aBeyond Convention: Genre Innovation in Academic Writing0 aBeyond Convention Genre Innovation in Academic Writing aAnn Arbor, MIbUniversity of Michigan Press3 a"This book attempts to engage directly with the complexities and tensions in genre from both theoretical and pedagogical perspectives. While struggling with questions of why, when, and how different writers can manipulate conventions, Tardy became interested in related research into voice and identity in academic writing and then began to consider the ways that genre can be a valuable tool that allows writing students and teachers to explore expected conventions and transformative innovations. For Tardy, genres aren’t “fixed,” and she argues also that neither genre constraints nor innovations are objective—that they can be accepted or rejected depending on the context." - See more at: http://www.press.umich.edu/5173647/beyond_convention#sthash.dEFIj3AT.dpuf
10agenre innovation1 aTardy, Christine, M uhttp://www.press.umich.edu/5173647/beyond_convention 01770nas a2200169 4500008004100000245009600041210006900137300001300206490000700219520114200226653002201368653001301390653002801403653001301431100002401444856013201468 2006 eng d00aResearching First and Second Language Genre Learning: A Comparative Review and a Look Ahead0 aResearching First and Second Language Genre Learning A Comparati a79–1010 v153 aWith genre now viewed as a fundamental element of writing, both second language writing and mainstream composition studies have seen an increased focus on the question of how writers learn genres. The purpose of this paper is to review key findings from 60 empirical studies that have investigated this question. To this point, research has typically studied genre learning as it occurs either through professional or disciplinary practice or through classroom instruction; almost no studies have looked at the same writers as they traverse these multiple domains. I therefore categorize studies as taking place in either ‘‘practice-based’’ or ‘‘instructional’’ settings and identify trends in the research findings from each setting. After examining one study which takes place in multiple settings, I tease out some of the commonalities and distinctions between learning in practice-based and instructional contexts and between first language and second language genre learning. On the basis of this comparative review of research, I suggest future directions for the interdisciplinary study of genre learning.
10agenre acquisition10alearning10asecond language writing10ateaching1 aTardy, Christine, M uhttps://genreacrossborders.org/pt/biblio/researching-first-and-second-language-genre-learning-comparative-review-and-look-ahead01425nas a2200157 4500008004100000022001400041245009000055210006900145260001700214300001200231490000800243520089500251653005501146100001801201856004801219 2007 eng d a0030-812900aRemapping Genre through Performance: From ‘American’ to ‘Hemispheric’ Studies0 aRemapping Genre through Performance From American to Hemispheric cOctober 2007 a1416-300 v1223 aPerformance as a genre allows for alternative mappings, providing a set of strategies and conventions that allow scholars to see practices that scripted genres might occlude. Like other genres, performance encompasses a broad range of rehearsed and codified behaviors, such as dance, theater, music recitals, sports events, and rituals. A performance lens allows scholars to look at acts, things, and ideas as performance. Looking at America as performance might explain why it is difficult to approach it as a disciplinary field of study. What might the shift in genres-from the scripted genres associated with the archive to the live, embodied behaviors that are the repertoire of cultural practices-enable? This essay proposes that an analysis of the performance of America might allow scholars to rethink not only their object of analysis but also their scholarly interactions.
10ahumanities; American studies; Latin America; genre1 aTaylor, Diana uhttps://genreacrossborders.org/pt/node/119200354nas a2200109 4500008004100000245006100041210005800102300001200160490000600172100001800178856004800196 2014 eng d00aA genre-based approach to teaching dialogue interpreting0 agenrebased approach to teaching dialogue interpreting a418-4360 v81 aTebble, Helen uhttps://genreacrossborders.org/pt/node/139100500nas a2200133 4500008004100000245009300041210006900134260004400203300001000247100002300257700002000280700001800300856004800318 1997 eng d00aWomen and Technical Writing, 1475-1700: Technology, Literacy, and Development of a Genre0 aWomen and Technical Writing 14751700 Technology Literacy and Dev aSuttonbThrupp, Stroud, Gloucestershire a29-621 aTebeaux, Elizabeth1 aHunter, Lynette1 aHutton, Sarah uhttps://genreacrossborders.org/pt/node/114600458nas a2200121 4500008004100000245009400041210006900135300000900204490000600213100002300219700002900242856006500271 1992 eng d00aExpanding and redirecting historical research in technical writing: In search of our past0 aExpanding and redirecting historical research in technical writi a5-320 v11 aTebeaux, Elizabeth1 aKillingsworth, Jimmie, M uhttp://www.tandfonline.com/doi/abs/10.1080/1057225920935949600448nas a2200109 4500008004100000245012000041210007100161300001200232490000600244100002300250856006500273 1998 eng d00aThe voices of English women technical writers, 1641–1700: Imprints in the evolution of modern English prose style0 avoices of English women technical writers 1641–1700 Imprints in a125-1520 v71 aTebeaux, Elizabeth uhttp://www.tandfonline.com/doi/abs/10.1080/1057225980936462101306nas a2200133 4500008004100000022001400041245009400055210006900149300001300218490000700231520087600238100001801114856004001132 2017 eng d a1913-483500aDo We Need New Method Names? Descriptions of Method in Scholarship on Canadian Literature0 aDo We Need New Method Names Descriptions of Method in Scholarshi a91 - 1100 v443 aLiterary studies are often seen as a discipline without method. Research articles in literature do not have method sections, nor do they list what type of evidence has been included in a particular project or by what procedures primary material was analyzed. Because of implicitness of questions of method and research design, writing in literary studies is difficult to teach and often relies on students’ abilities to infer their own strategies for reading and writing. I analyze a textual corpus of recent research articles from Canadian Literature and Studies in Canadian Literature in order to clarify typical discursive patterns that are used when discussing methods of literary scholarship. On the basis of these findings, we can ask: How can teaching in literary studies be adjusted in order to demystify the methodological practices of the discipline?
1 aThieme, Katja uhttps://muse.jhu.edu/article/74244901144nas a2200133 4500008004100000022001400041245009400055210006900149300001400218490000700232520055800239100001800797856019500815 2019 eng d a2563-732000aSurface and Depth: Metalanguage and Professional Development in Canadian Writing Studies0 aSurface and Depth Metalanguage and Professional Development in C a148 - 1580 v293 aIn the process of mentoring instructors of writing into the field of writing studies, there is a tension between practical surface of writing instruction and underlying theoretical depth. This paper calls for more systematic thinking about that tension between surface and depth. It emphasizes the important roles that metalanguage plays in mediating that tension and points out the indignities of contract employment that in many ways prevent writing instruction in Canada from becoming the deep and thoroughly researched practice it could be.
1 aThieme, Katja uhttps://journals.sfu.ca/dwr/index.php/dwr/article/view/757https://journals.sfu.ca/dwr/index.php/dwr/article/download/757/703https://journals.sfu.ca/dwr/index.php/dwr/article/download/757/70301126nas a2200133 4500008004100000022001400041245007100055210006800126300001400194490001300208520061700221100001800838856013600856 2022 eng d a0735-019800aA Play on Occlusion: Uptake of Letters to the University President0 aPlay on Occlusion Uptake of Letters to the University President a226 - 2390 v411188333 aOcclusion is most commonly presented as an aspect of certain genres: occluded genres. Here, occlusion is proposed as a property of the processes by which genres are taken up. While routine use of genres creates expectations around when the genre’s uptake is commonly occluded, such expected practice can be subverted by deliberate disclosure. Occlusion and disclosure in the process of genre uptake thus become argumentative and powerful moves in communicative interaction. In three case studies, I analyze processes of occlusion in relationship to the genre of the letter to the university president.
1 aThieme, Katja uhttps://www.tandfonline.com/doi/full/10.1080/07350198.2022.2038510https://www.tandfonline.com/doi/pdf/10.1080/07350198.2022.203851001432nas a2200133 4500008004100000245006700041210006600108260000900174300000800183490000700191520101100198100001801209856007101227 2006 eng d00aUptake and genre: The Canadian reception of suffrage militancy0 aUptake and genre The Canadian reception of suffrage militancy c2006 a2880 v293 aFrom 1909 onward, the Canadian suffrage debate was heavily influenced by reports on suffrage militancy from Great Britain and the United States. Militancy played an influential role in Canadian suffrage history not through its practice–there was no Canadian militant campaign–but through an ongoing discussion of its meaning. Using Anne Freadman's notions of genre and uptake, this paper analyzes the discursive uptake of suffrage militancy—from news reports on front pages, to commentary on women's pages, to reviews of Emmeline Pankhurst's Canadian speaking engagements. The Canadian debate about militancy is a fertile site for drawing out the roles of genre and uptake in the political positioning of both suffragists and suffrage sceptics. Talk about militancy serves as a way to regulate the uptake of this particular genre of political action, whereby both sides tended to share the optimistic view that Canadian suffragists where not yet in need of militancy.
1 aThieme, Katja uhttp://www.sciencedirect.com/science/article/pii/S027753950600017301387nas a2200205 4500008004100000245010000041210006900141300001200210490000700222520075500229653001400984653001900998653002101017653001901038653001701057653002501074653002101099100001801120856004301138 2010 eng d00aConstitutive rhetoric as an aspect of audience design: The public texts of Canadian suffragists0 aConstitutive rhetoric as an aspect of audience design The public a36–560 v273 aThis 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.shtml01642nas a2200133 4500008004100000022001400041245007900055210006900134300001400203490000700217520107100224100001801295856019501313 2022 eng d a2563-732000aSpacious Grammar: Agency and Intention in the Teaching of Research Writing0 aSpacious Grammar Agency and Intention in the Teaching of Researc a281 - 2990 v323 aStandardized academic English is now understood to be rooted in histories and practices that are colonial, classist, nationalist, heteronormative, ableist, and sexist. Current teaching of academic English carries an ethos of making practices of research writing accessible to students from marginalized backgrounds through explicit attention to language patterns and genre structures. In the context of both ideological critique and explicit pedagogy, I discuss three pragmatic elements of research writing—positionality, citation, and evaluation—with examples from one of my courses. I present these elements and my approach to teaching them as a practice that is attentive to both details of published scholarship and students’ agency and intentionality in shaping their own writing projects, claims, and arguments. My work is framed by a functional approach to grammar where grammar is not interesting as a standardized apparatus but as a code that provides a range of options for producing performative effects. I call this spacious grammar.
1 aThieme, Katja uhttps://journals.sfu.ca/dwr/index.php/dwr/article/view/931https://journals.sfu.ca/dwr/index.php/dwr/article/download/931/855https://journals.sfu.ca/dwr/index.php/dwr/article/download/931/85501995nas a2200145 4500008004100000022001300041245012100054210006900175300001200244490007100256520124400327100001801571700002701589856023301616 2018 eng d a1475158500aHow do you wish to be cited? Citation practices and a scholarly community of care in trans studies research articles0 aHow do you wish to be cited Citation practices and a scholarly c a80 - 900 v3213152251511103292959920102202173250823257562005233921142183238823 aTrans rights advocacy is a social justice movement that is transforming language practices relating to gender. Research has highlighted the fact that language which constructs gender as binary harms trans people, and some trans studies researchers have developed guidelines for honouring trans people’s names and pronouns. The language of academic writing is an area of discussion where questions of trans rights and trans experiences have not yet been addressed. This paper draws on two data sources to explore the citation experiences and practices of trans scholars and activists: a web-based archive of writers’ perspectives built between 2015 and 2016; and a corpus-based study of 14 research articles published in TSQ: Transgender Studies Quarterly. Our analysis highlights the sensitivity that is required of colleagues who work with transgender authors’ writing, furthering our understanding of citation as a collaborative and potentially intimate and caring practice. Practices of referring to work by trans scholars pose ethical questions about the social relations expressed in citation in general, enabling applied language scholars to develop a new and different awareness of the sociality of citation.
1 aThieme, Katja1 aSaunders, Mary, Ann S. uhttps://linkinghub.elsevier.com/retrieve/pii/S1475158518301115https://api.elsevier.com/content/article/PII:S1475158518301115?httpAccept=text/xmlhttps://api.elsevier.com/content/article/PII:S1475158518301115?httpAccept=text/plain00683nas a2200205 4500008004100000245008700041210006900128260000900197300001400206490000600220520000900226653003200235653001000267653001800277653001300295653001200308100002100320700001900341856011700360 2003 eng d00aCommunicating a Global Reach: Inflight Magazines as a Globalizing Genre in Tourism0 aCommunicating a Global Reach Inflight Magazines as a Globalizing c2003 a579–6060 v73 a10acritical discourse analysis10agenre10aglobalization10aidentity10atourism1 aThurlow, Crispin1 aJaworski, Adam uhttps://genreacrossborders.org/pt/biblio/communicating-global-reach-inflight-magazines-globalizing-genre-tourism00430nas a2200109 4500008004100000245010000041210006900141300001200210490000700222100002000229856007100249 2006 eng d00aThe Problem of Nuclear Waste: Ethos and Scientific Evidence in a High-Stakes Public Controversy0 aProblem of Nuclear Waste Ethos and Scientific Evidence in a High a325-3340 v491 aTillery, Denise uhttp://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=401627200427nas a2200109 4500008004100000245010200041210006900143300001200212490000700224100002000231856006600251 2003 eng d00aRadioactive Waste and Technical Doubts: Genre and Environmental Opposition to Nuclear Waste Sites0 aRadioactive Waste and Technical Doubts Genre and Environmental O a405-4210 v121 aTillery, Denise uhttp://www.tandfonline.com/doi/abs/10.1207/s15427625tcq1204_400498nas 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/649000526nam a2200145 4500008004100000245006100041210005600102260004700158653000900205653001000214653002200224653002300246100002100269856009000290 1975 eng d00aThe Fantastic: A Structural Approach to a Literary Genre0 aFantastic A Structural Approach to a Literary Genre aIthaca, NYbCornell University Pressc197510aFrye10agenre10ahistorical genres10atheoretical genres1 aTodorov, Tzvetan uhttps://genreacrossborders.org/pt/biblio/fantastic-structural-approach-literary-genre00347nas a2200121 4500008004100000022001800041245003000059210003000089260003300119300001000152100001500162856004800177 1988 eng d a84-7635-033-300aEl origen de los géneros0 aEl origen de los géneros aMadrid, EspañabArco Libros a31-481 aTodorov, T uhttps://genreacrossborders.org/pt/node/123400641nas a2200277 4500008004100000245002500041210002100066260000900087300001400096490000600110653001100116653001600127653001000143653001600153653001100169653001400180653001100194653001300205653001300218653001300231653001500244653001000259653001400269100002100283856005900304 1976 eng d00aThe Origin of Genres0 aOrigin of Genres c1976 a159–1700 v810aauthor10aexpectation10agenre10ainstitution10aorigin10apragmatic10areader10aregister10asemantic10asemiotic10aspeech act10astyle10asyntactic1 aTodorov, Tzvetan uhttps://genreacrossborders.org/pt/biblio/origin-genres00453nas a2200145 4500008004100000245003800041210003400079260004700113300001200160653002000172653001200192653001000204100002100214856007200235 1977 eng d00aThe Typology of Detective Fiction0 aTypology of Detective Fiction aIthaca, NYbCornell University Pressc1977 a42–5210adetective story10afiction10agenre1 aTodorov, Tzvetan uhttps://genreacrossborders.org/pt/biblio/typology-detective-fiction00462nam a2200169 4500008004100000020001800041245002400059210002400083260004800107653001200155653001000167653001300177653000800190653001100198100002100209856006200230 1990 eng d a0-521-34999-000aGenres in Discourse0 aGenres in Discourse aCambridgebCambridge University Pressc199010afiction10agenre10aliterary10aPoe10apoetry1 aTodorov, Tzvetan uhttps://genreacrossborders.org/pt/biblio/genres-discourse00779nas a2200193 4500008004100000245012100041210006900162260006700231300001400298653002100312653002400333653000900357653001000366653001000376100002000386700002300406700001700429856013900446 1999 eng d00aDoes Genre Define the Shape of Information? The Role of Form and Function in User Interaction with Digital Documents0 aDoes Genre Define the Shape of Information The Role of Form and aWashington, DCbAmerican Society for Information Sciencec1999 a693–70410adigital document10adiscourse community10aform10agenre10ashape1 aToms, Elaine, G1 aCampbell, Grant, D1 aBlades, Ruth uhttps://genreacrossborders.org/pt/biblio/does-genre-define-shape-information-role-form-and-function-user-interaction-digital-documents00539nas a2200205 4500008004100000245003000041210003000071260000900101300005000110490000700160653001200167653000900179653001000188653002300198653001200221653001600233653001400249100002000263856005000283 2001 eng d00aRecognizing Digital Genre0 aRecognizing Digital Genre c2001 ahttp://www.asis.org/Bulletin/Dec-01/toms.html0 v2710acontent10aform10agenre10ainformation system10apurpose10arecognition10astructure1 aToms, Elaine, G uhttp://www.asis.org/Bulletin/Dec-01/toms.html00406nam a2200133 4500008004100000245003400041210003400075260003600109653001300145653001000158653001000168100001900178856007500197 2000 eng d00aAnalysing Professional Genres0 aAnalysing Professional Genres aAmsterdambJohn Benjaminsc200010aBazerman10agenre10aMyers1 aTrosborg, Anna uhttps://genreacrossborders.org/pt/biblio/analysing-professional-genres01455nas a2200121 4500008004100000245007600041210006900117300001200186490000700198520106500205100002201270856004101292 1992 eng d00aThe "Nueva Canción" Movement and Its Mass-Mediated Performance Context0 aNueva Canción Movement and Its MassMediated Performance Context a139-1570 v133 aThere is a movement coming out of Latin America identified rather broadly as nueva cancion, or "new song," which combines the musics of different Latin American folk cultural traditions with new renditions of old favorites from urban and mass media venues. Through the mass media these songs of Chile, Brazil, Cuba, and the Hispanic U.S. community-to name the most prominent sources of nueva cancion-reach beyond the borders of the Latin American countries of South and Central America and cultivate audiences throughout the world, among Latino and non-Latino cultural groups alike (see Vigliette 1986). Despite the mass media performance context of nueva cancion, this music embodies more than commercial value for these musicians and critical Latin American scholars. For many of its practitioners nueva cancion symbolizes a search for political, economic, and cultural identity in order to counteract widespread cultural stereotyping, economic domination by transnational corporations, and political manipulation by North American policy.
1 aTumas-Serna, Jane uhttp://www.jstor.org/stable/948080 .01459nas a2200145 4500008004100000245008700041210006900128260004500197300001200242520096200254100001401216700001501230700002001245856004801265 2012 eng d00aFood Innovation and Technacy Genre Theory: Implications for Teaching and Learning0 aFood Innovation and Technacy Genre Theory Implications for Teach aBrisbanebPrimrose Hall Publishing Group a104-1143 aOne of the most rapidly developing and ubiquitous areas on offer in many school curriculums is the study of our physical and digital world; we may refer to this broad area as the study of anthropological technologies. A significant dimension of this field is the study of food technology, which is under pressure to be a source for solutions to world food production. This chapter presents research on how well the school system aligns with the post school demand for the range of skills and knowledge required to meet the complex challenges facing food innovations and production. The findings suggest that far greater clarity and classification methods are needed to help school systems align with post school understandings of what Food Technology knowledge entails. The findings also support a framework known as Technacy Genre Theory as a way to assist identifying the relative similarity between forms of technological knowledge and practice.
1 aTurner, A1 aSeemann, K1 aVan Der Zwan, R uhttps://genreacrossborders.org/pt/node/1269