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• W33952015 abstract "The concept of should not be limited to literary genres, but should be expanded to include all types of texts, including those traditionally considered to be nonliterary. Essentially, many things about writing work the way they do because of genre, and a better understanding of can give us a better understanding of writing, reading and texts. Genre offers a great deal since it embodies a rhetorical situation and a discourse community. The form that a text takes represents.writers' choices in response to a given situation. Genres allow teachers tJ see various types of values and audiences, and to generalize about communities and their situations. A better understanding of could have a .powerful impact on an understanding of the processes of writing and of certain long-standing problems of composition theory. For example, study of the process of revision Lay be greatly clarified by bringing in issues of genre. Students might write better if they were given a better understanding of genre, allowing them to aim at a generic ideal text when revising. Writing instructors would do well to give more pedagogical and theoretical attention to than they currently do, starting with the plain fact that it is a powerful concept essential to any understanding of writing. (HB) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** Amy J. Devitt Departmeat of English University of Kansas Lawrence, Kansas .S6045 CCCC, March 19, 1992 U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE THIS (Ace of Educational Research and Improvement MATERIAL HAS BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER IERICI echos document haS been reproduced as rercigeinivaeldinghT1 the person Of organization o C Minor changes have been made to improve reproduction Quality TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). Points of view or opinions staled in this dpci, ment do not necessarily represent official OERI position or policy RECONSIDERING GENRE IN COMPOSITION When I first began studying genre, I expected to meet some resistance to my ideas from those in literary studies. I was, after all, examining as it applied to all kinds of writing, from lab reports to the freshman theme, not just literary types of writing. As it turned out, of course, those is' literary studies did not object because they did not see my work--they didn't care enough to object. What surprised me, though, was that I met some resistance from within composition and rhetoric studies. When I sent my first article on to a major journal in composition, it came back to me with a rejection and a few remarks; but the main remark, repeated several times in red ink on the first page of my article, was This is not what is! Since the article was entitled Reconceptualizing I found the comment a bit distressing. (Today perhaps I would just chide the editor's foundationalism.) Genre, to me, refers to all types of texts, nonliterary types as well as literary types. I see no reason to limit genre to literary genres, since other texts also group into types, with common characteristics, conventions, purposes, history, and more. But I am most interested in the nonliterary genres, so feel free to consider my discussion today to be about nonliterary genres and reserve judgment about whether my remarks apply to" @default.
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• W33952015 title "Reconsidering Genre in Composition." @default.
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