Teaching and Researching Genre Knowledge: Toward an Enhanced Theoretical Framework

IF 1.9 1区文学 Q2 COMMUNICATION

Written Communication Pub Date : 2020-05-22 DOI:10.1177/0741088320916554

C. Tardy, Bruna Sommer-Farias, J. Gevers

引用次数: 35

Abstract

Increased attention to genre in writing studies has brought a proliferation of new terms and concepts for capturing the complexity of writers’ knowledge about genres, including genre knowledge, genre awareness, recontextualization, conditional knowledge, and metacognition. Definitions of these concepts have at times conflicted, and their interrelationships are often unclear. Furthermore, scholarship has tended to overlook the role of multiple languages in writers’ genre knowledge. In this article, we first trace the use of related terminology and demonstrate the need for theoretical clarity. We then propose a theoretical framework that articulates key layers of genre knowledge and their interrelations, presuming a multilingual writer. Finally, we share examples of how this proposed framework may be used in teaching and researching genre knowledge. Ultimately, we aim to contribute to ongoing theoretical, empirical, and pedagogical explorations and applications of knowing and learning genres.

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流派知识的教学与研究：走向一个强化的理论框架

在写作研究中，对体裁的日益关注带来了新的术语和概念的激增，以捕捉作家对体裁知识的复杂性，包括体裁知识、体裁意识、再语境化、条件知识和元认知。这些概念的定义有时相互冲突，它们之间的相互关系往往不明确。此外，学术界往往忽视了多种语言在作家体裁知识中的作用。在这篇文章中，我们首先追溯了相关术语的使用，并证明了理论清晰的必要性。然后，我们提出了一个理论框架，阐述了流派知识的关键层及其相互关系，假设是一个多语言作家。最后，我们分享了如何将这一框架用于类型知识的教学和研究的例子。最终，我们的目标是为正在进行的知识和学习流派的理论、实证和教学探索和应用做出贡献。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Written Communication COMMUNICATION-

CiteScore

3.90

自引率

15.80%

发文量

期刊介绍： Written Communication is an international multidisciplinary journal that publishes theory and research in writing from fields including anthropology, English, education, history, journalism, linguistics, psychology, and rhetoric. Among topics of interest are the nature of writing ability; the assessment of writing; the impact of technology on writing (and the impact of writing on technology); the social and political consequences of writing and writing instruction; nonacademic writing; literacy (including workplace and emergent literacy and the effects of classroom processes on literacy development); the social construction of knowledge; the nature of writing in disciplinary and professional domains.