Within the last two decades, a number of researchers have been interested in genre as a tool for developing L1 and L2 instruction Both genre and genre-based pedagogy, however, have been conceived of in distinct ways by researchers in different scholarly traditions and in different parts of the world, making the genre literature a complicated body of scholarship to understand The purpose of this article is to provide a map of current genre theories and teaching applications in three research areas where genre scholarship has taken significantly different paths: (a) English for specific purposes (ESP), (b) North American New Rhetoric studies, and (c) Australian systemic functional linguistics The article compares definitions and analyses of genres within these three traditions and examines their contexts, goals, and instructional frameworks for genre-based pedagogy The investigation reveals that ESP and Australian genre research provides ESL instructors with insights into the linguistic features of written texts as well as useful guidelines for presenting these features in classrooms New Rhetoric scholarship, on the other hand, offers language teachers fuller perspectives on the institutional contexts around academic and professional genres and the functions genres serve within these settings

Genre in Three Traditions: Implications for ESL

This article focuses on supervising professors’ and master’s degree students’ understanding and experiences of supervision practices in a Norwegian university, with focus on differences in text cultures and text norms between and within three academic disciplines. The interview study shows that each discipline is a heterogeneous discourse community with largely unarticulated differences. The findings suggest three supervision models, described as teaching, partnership, and apprenticeship. Dominant trends in supervisory relationships and textual practices are distinguished, and characteristics of each are outlined. Connections are shown between the models supervisors adhere to, the kind of texts they expect from their students, and how they provide feedback. As an example, conflicting attitudes toward exploratory student texts are discussed. The study shows that supervision models and textual expectations are influenced by the disciplinary text cultures in which supervisors and students take part. Finally,...

Professors as Mediators of Academic Text Cultures: An Interview Study with Advisors and Master’s Degree Students in Three Disciplines in a Norwegian University

A companion to rhetoric and rhetorical criticism

Implementation of Common Core State Standards in English Language Arts across most of the United States has yielded the rapid creation of new, interconnected literacy assessments, curriculum guidelines, instructional materials, teacher preparation programs, teacher evaluation systems, and professional development. This essay explores two researchers' concerns about instructional recommendations for teaching students how to engage in close reading, a key construct underlying these Standards.

Meant to encourage and inform educators' exercise of professional judgment in planning instruction, the essay summarizes explicit and implied shifts in literacy instruction that are suggested by the new standards, examines various competing interpretations of close reading and close reading instruction, and offers research-based instructional recommendations to enable youth to complete close reading tasks effectively, rather than distancing them further from the literacies needed to fulfill their lives.

Close Reading: A Cautionary Interpretation

he reemergence of subjective agency as a crucial category in recent literary and cultural studies can be seen as a direct response to the decentering of the subject enacted by the first wave of poststructuralism. Poststructuralists of all stripes are increasingly being pressed to engage the question of ethical agency "after" the subject (see, e.g., Nancy). At the same time, however, a certain critique of the humanist or Enlightenment subject remains firmly in place. While there is a great deal of sympathy for rethinking notions of subjectivity in the current theoretical field, no one wants anything to do with the appropriating instrumental rationality of the bourgeois subject. In fact, virtually all critical camps-groups as diverse as Habermasians, feminists, postcolonial theorists, Marxists, Deleuzians, African Americanists, deconstructors, Lacanians, queer theorists, and pragmatists-remain aligned in their attempts to critique a subjectivity that inexorably goes about reducing the other to the categories of the self. Any ethical system that understands the other as simply "like the self' will be unable to respond adequately to the other's uniqueness and singularity; indeed, such a reduction amounts to a kind of subjective colonialism, where all the other's desires are reduced to the desires of the "home country," the self.

The ethics of dialogue: bakhtin and levinas

Informed by a "poetics of speech" developed from the work of the Bakhtin School, this book offers an alternative to the Aristotelian emphasis on narrative as the presentation of plot that highlights narrative as someone's relating of words, deeds, or experiences to someone else. With special attention to reported speech, it offers appreciative readings of Wordsworth's experimental narrative poems that Coleridge denigrated, readings of the poems in which Wordsworth grapples with the expectations of a "tale," and readings of the versions of Wordsworth's encounter with the discharged soldier on the high road.

Making Tales: The Poetics of Wordsworth's Narrative Experiments

If a dialogics, inspired by the work of Mikhail Bakhtin, were recognized as an art of discourse on the level of the arts of rhetoric and dialectic, it might shape a critical practice different from those governed by the more familiar arts. Tzvetan Todorov's recent essay on dialogic criticism and Merle Brown's account of F. R. Leavis's "collaborative exchange" in criticism contribute to the invention of such an art; further efforts to rationalize it seem desirable and possible in the present critical conversation.

Dialogics as an Art of Discourse in Literary Criticism

When I was first asked what college English should be, I was tempted to answer an enthusiastic "yes" to the question in my title and jump on the "close read ing" bandwagon. It is crowded these days with critics of widely divergent tribes, some of whom have gotten on by themselves and others of whom have been loaded aboard by genial smoothers-over of their differences.11 was tempted, for, after all, the college course I am most deeply invested in teaching?we call it Introduction to Critical Reading at Pitt?cultivates a kind of close reading, and the phrase "close reading" would affiliate what I'm doing there with courses taught by numerous colleagues at the college level (and many at the secondary level). So also would the course's titular phrase "critical reading," which is sometimes identified with "close reading" but more often separated from it, an uncertain distinction that gives me the first reason to pause before climbing aboard.2 If "close" and "critical" differ at all, is it in their distance from the text they attend to, the one getting up close and attending to detail, the other standing back to observe and judge?3 To literalize the spatial metaphor reveals its absurdity, for we

https://www.jstor.org/stable/pdfplus/25472195.pdf

Should College English be Close Reading

For Mikhail Bakhtin, self-conscious participation in that struggle marks the free and educated consciousness—the dialogic self. As part of a college education designed to initiate students into reflexive use of the authoritative languages, the study of college writing should not permit students to retreat from the challenges presented by the demanding languages to languages with which they are already comfortable or to conform without struggle to the new academic languages. Bakhtin suggests that inventing characters who speak a particular social-ideological idiom is a good way to objectify those idioms and liberate ourselves from their authority. Bakhtin suggests that novelists make the entire heteroglot forum the object of their discourse, while scholars and teachers confine themselves to their specialized objects and their more decorous genres. The students' movement from one community to another is, as Bakhtin says, often predetermined and not decided by a thought process—a fact of requirements and schedules that separate communities.

Liberal Education, Writing, and the Dialogic Self

Acknowledgments Introduction Part I: Sophistic Rhetoric 1. The Method of The Friend /Jerome Christensen 2. oComparing O : Coleridge and Simile /Suan J. Wolfson 3. De Quincey's Rhetoric of Display and Confessions of anEnglish Opium Eater /Lawrence Needam Part II: Classical Rhetoric 4. Romantic Prose and Classical Rhetoric /John R. Nabholtz 5. Wordsworth's Cintra Tract: Politics, the Classics, and the Duty of the Poet ./ Richard W. Clancey 6. The Oratorical Pedlar /Bruce E. Graver 7. Wordsworth's Poems, in Two Volumes (1807) and the Epideictic Tradition /David Ginsberg 8. The Case for William Wordsworth: Romantic Invention vs. Romantic Genius /Theresa M. Kelley 9. The Invention/Disposition of The Prelude, Book I /Don H. Bialostosky 10 Romantic Aversions: Apostrophe Reconsidered /J. Douglas Kneale 11. Shelley and the Ciceronian Orator /Stephen C. Behrendt Part III: Biblical Rhetoric 12. Prophetic Form: oThe Still Better OrderO of Blake's Rhetoric /Leslie Tannenbaum 13. Robert Lowth's Sacred Hebrew Poetry and the Oral Dimension of Romantic Rhetoric /Scott Harshbarger Part IV: Enlightenment Rhetoric l4. The New Rhetoric and Romantic Poetics /James Engell l5. The Conversable World: Eighteenth-Century Transformations of the Relation of Rhetoric and Truth /Nancy S. Struever l6. Jeanie Deans and the Nature of True Eloquence /Marie Secor Appendix: Wordsworth and the Rhetorical Tradition (l994) /Klaus Dockhorn Translated by Heidi I. Saur-Stull

http://www.gbv.de/dms/goettingen/153837799.pdf

Don H Bialostosky

Papers

Making Tales: The Poetics of Wordsworth's Narrative Experiments

Dialogics as an Art of Discourse in Literary Criticism

Should College English be Close Reading

Liberal Education, Writing, and the Dialogic Self

Rhetorical traditions and British romantic literature