Note on Translation Introduction by Michael Holquist Response to a Question from the Novy Mir Editorial Staff The Bildungsroman and Its Significance in the History of Realism (Toward a Historical Typology of the Novel) The Problem of Speech Genres The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis From Notes Made in 1970-71 Toward a Methodology for the Human Sciences Index

Speech Genres and Other Late Essays

This paper describes the role of rhetoric in legitimating profound institutional change. In 1997, a Big Five accounting firm purchased a law firm, triggering a jurisdictional struggle within accoun...

Rhetorical Strategies of Legitimacy

This research synthesis examines whether the association between print exposure and components of reading grows stronger across development. We meta-analyzed 99 studies (N = 7,669) that focused on leisure time reading of (a) preschoolers and kindergartners, (b) children attending Grades 1-12, and (c) college and university students. For all measures in the outcome domains of reading comprehension and technical reading and spelling, moderate to strong correlations with print exposure were found. The outcomes support an upward spiral of causality: Children who are more proficient in comprehension and technical reading and spelling skills read more; because of more print exposure, their comprehension and technical reading and spelling skills improved more with each year of education. For example, in preschool and kindergarten print exposure explained 12% of the variance in oral language skills, in primary school 13%, in middle school 19%, in high school 30%, and in college and university 34%. Moderate associations of print exposure with academic achievement indicate that frequent readers are more successful students. Interestingly, poor readers also appear to benefit from independent leisure time reading. We conclude that shared book reading to preconventional readers may be part of a continuum of out-of-school reading experiences that facilitate children's language, reading, and spelling achievement throughout their development.

To read or not to read: A meta-analysis of print exposure from infancy to early adulthood.

The characteristics of contemporary societies are increasingly theorized as global, fluid (Bauman, 1998), and networked (Castells, 2001). These conditions underpin the emerging knowledge economy as it is shaped by the societal and technological forces of late capitalism. These shifts and developments have significantly affected the commu nicational landscape of the 21st century. A key aspect of this is the reconfiguration of the representational and communicational resources of image, action, sound, and so on in new multimodal ensembles. The terrain of communication is changing in pro found ways and extends to schools and ubiquitous elements of everyday life, even if these changes are occurring to different degrees and at uneven rates (A. Luke & Car rington, 2002). It is against this backdrop that this critical review explores school mul timodality and literacy and asks what these changes mean for being literate in this new landscape of the 21st century. The two key arguments here are that it is not possible to think about literacy solely as a linguistic accomplishment and that the time for the habitual con junction of language, print literacy, and learning is over. As Kress (2003) writes,

/pdf/multimodality-and-literacy-in-school-classrooms-43yrperdxe.pdf

Multimodality and Literacy in School Classrooms

Introduction: Locating Genre Studies: Antecedents and Prospects. Genre Theory: Genre as a Social Action Anyone for Tennis? Rhetorical Community: The Cultural Basis of Genre Systems of Genres and the Enactment of Social Intentions. Research into Public and Professional Genres: The Lab vs. the Clinic: Sites of Competing Genres On Definition and Rhetorical Genre A Genre Map of R & D Knowledge Production for the US Department of Defense Observing Genres in Action: Toward a Research Methodology Genre and the Pragmatic Concept of Background Knowledge. Applications in Education: "An Arousing and Fulfillment of Desires": The Rhetoric of Genre in the Process Era...and Beyond "Do as I Say": The Relationship between Teaching and Learning New Genres Traffic in Genres, In Classrooms and Out.

Genre and the new rhetoric

Contents: Editor's Introduction. Preface. Part I: Introduction. Introduction: Researching Writing at School and at Work. Situating Writing. Part II: University Writing. The Social Motive of University Writing. Complications and Tensions. Writing and the Formation of the Architect. Part III: Workplace Writing. The Complexity of Social Motive in Workplace Writing. Distributed Cognition at Work. From Words to Bricks: Writing in an Architectural Practice. Part IV: Transitions. Students and Workers Learning. Virtual Realities: Transitions From University to Workplace Writing. Contexts for Writing: University and Work Compared.

https://reflectionsjournal.net/wp-content/uploads/2011/01/V1.N2.Deans_.Tom_.pdf

Worlds Apart: Acting and Writing in Academic and Workplace Contexts

Recently, the notion of genre has been reconceived as social action, or as typified rhetorical response to recurring situations (Miller, 1984), and this reconception has been used to illuminate the varieties of school writing as well as professional and workplace discourse. A natural question that emerges from this theory and research has to do with how teachers might best use this new knowledge. Specifically, can the explicit teaching of genre features and rules enhance or facilitate the acquisition of such genres by students? Two tentative answers are offered to this question: Each is based both on the relevant research that is currently available (my own and that of others) as well as on current disciplinary knowledge about first-language acquisition, writing development, and second-language acquisition. The Strong Hypothesis states that explicit teaching is neither necessary nor useful (if even in fact possible); the Restricted Hypothesis allows for certain carefully specified exemptions to this general principle. Ultimately, in both its form (by offering two hypotheses) and in its substance, this paper is a plea for more focused research and theoretic consideration of this question.

Show and Tell? The Role of Explicit Teaching in the Learning of New Genres.

Rhetorical Community: The Cultural Basis of Genre

Using the theoretical perspective offered by recent genre studies, this study compares student and professional discourse within the same field through a set of case studies written for a third-yea...

Aviva Freedman

Papers

Genre and the new rhetoric

Worlds Apart: Acting and Writing in Academic and Workplace Contexts

Show and Tell? The Role of Explicit Teaching in the Learning of New Genres.

Rhetorical Community: The Cultural Basis of Genre

Wearing Suits to Class: Simulating Genres and Simulations as Genre.