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Journal articles on the topic 'Genre knowledge'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Tardy, Christine M., Bruna Sommer-Farias, and Jeroen Gevers. "Teaching and Researching Genre Knowledge: Toward an Enhanced Theoretical Framework." Written Communication 37, no. 3 (2020): 287–321. http://dx.doi.org/10.1177/0741088320916554.

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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. W

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2

Morton, Janne. "Constructing knowledge and identity in a professionally-oriented discipline." Genre and Disciplinarity 41, no. 2 (2018): 185–204. http://dx.doi.org/10.1075/aral.00009.mor.

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AbstractCentral to rhetorical genre theory is the notion of ‘rhetorical situation’ (Bitzer, 1968), which emphasizes context as sociohistorically situated. In the analysis of academic genres, this notion helps us to think of the contexts that genres respond to as dynamic, varying across time and space, rather than as stable and unified disciplinary discourse communities. From this social perspective, academic disciplines are theorized as including a great number and range of rhetorical situations (Paré, 2014), and the idea of genre variation becomes of increasing scholarly interest. In this stu

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Tachino, Tosh. "Genre, ideology, and knowledge in academic research and public policy." Linguagem em (Dis)curso 10, no. 3 (2010): 595–618. http://dx.doi.org/10.1590/s1518-76322010000300008.

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In the last 30 years genre scholars have explored the ideological dimension of genre, illustrating how genres compel individuals to act in certain ways and how individuals respond to them. This article takes the ideological view of genre and analyzes the problem of knowledge mobilization as an ideological negotiation between research and legal genres. Using Foucault's will to truth and Bhatia's colonization, this case study analyzes one Canadian public inquiry that used psychology research and influenced many legal and policy documents. The analysis of the commission report, transcripts from t

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Rounsaville, Angela. "Situating Transnational Genre Knowledge." Written Communication 31, no. 3 (2014): 332–64. http://dx.doi.org/10.1177/0741088314537599.

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5

Ahmed, Tanzina. "“Helping Me Learn New Things Every Day”: The Power of Community College Students’ Writing Across Genres." Written Communication 38, no. 1 (2020): 31–76. http://dx.doi.org/10.1177/0741088320964766.

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Although community colleges are important entry points into higher education for many American students, few studies have investigated how community college students engage with different genres or develop genre knowledge. Even fewer have connected students’ genre knowledge to their academic performance. The present article discusses how 104 ethnically, culturally, and linguistically diverse students reported on classroom genre experiences and wrote stories about college across three narrative genres (Letter, Best Experience, Worst Experience). Findings suggest that students’ engagement with c

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Wan, Ya Ping, Xiao Hua Yang, Zhi Ming Liu, et al. "Study on Metric of Genreic Intertexuality Based on User Behavior." Applied Mechanics and Materials 263-266 (December 2012): 1503–9. http://dx.doi.org/10.4028/www.scientific.net/amm.263-266.1503.

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Using the genre perspective, we studied the electronic communication of knowledge users collaborating on a movie community and found that their work and interactions were mediated by the use of genres. Drawing on these findings, we develop the concept of genre repertoire to designate the set of genres enacted by groups, organizations, or communities to accomplish their work. Automatic discourse classification according to genre in social information sharing, transfer and knowledge communication provides a higher level of service quality. By investigating user behavior in movie community, the r

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7

Dixon, Peter, and Marisa Bortolussi. "Readers' Knowledge of Popular Genre." Discourse Processes 46, no. 6 (2009): 541–71. http://dx.doi.org/10.1080/01638530902959570.

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8

Nahotko, Marek. "Genre Groups in Knowledge Organization." Cataloging & Classification Quarterly 54, no. 8 (2016): 553–82. http://dx.doi.org/10.1080/01639374.2016.1217576.

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9

Yunxia, Zhu. "Building Knowledge Structures in Teaching Cross-cultural Sales Genres." Business Communication Quarterly 63, no. 4 (2000): 49–68. http://dx.doi.org/10.1177/108056990006300405.

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Approaching genres as knowledge structures provides a useful theoretical basis for teaching students to communicate across cultures. The approach is based on the concept of schemata (Rumelhart, 1980; Cook, 1994) and on Swales's (1990) techniques for genre analysis. It is divided into four interrelated teaching stages: background information, communicative purposes, text structure, and the implica tions of genre comparisons. Among the four stages, teaching the communicative purposes is the most important. This approach has been used effectively to teach students how to write sales letters in En

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10

Bray, Nancy. "How Do Online News Genres Take Up Knowledge Claims From a Scientific Research Article on Climate Change?" Written Communication 36, no. 1 (2018): 155–89. http://dx.doi.org/10.1177/0741088318804822.

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The Internet has helped to change who writes about science in the news, how news is written, and how it is taken up by different audiences. However, few studies have examined how these changes have impacted the uptake of scientific claims in online news writing. This case study explores how online news genres take up knowledge claims from a research article on climate change over a period of one year and shows how shifting boundaries between rhetorical communities affect genre uptake. The study results show that online news writers predominantly use the news report genre to cover research find

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11

Kotthoff, Helga. "Oral genres of humor." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 17, no. 2 (2007): 263–96. http://dx.doi.org/10.1075/prag.17.2.04kot.

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The article discusses humorous conversational activities ((e.g. jokes, teasing, joint fantasizing) in the context of genre theory. The high degree of creativity, emergent construction and artistry typical of humor call for a flexible concept of genre which makes sense of modifications and transgressions in communicative processes. Some forms of conversational humor are generic, for example, standardized jokes, joint fantasizing or teasing. Other forms exploit our knowledge of serious genres and activity types (thereby relying on it): e.g. humorous stories about problems, humorous gossiping or

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12

Kaufhold, Kathrin. "Interdisciplinary postgraduate writing: Developing genre knowledge." Writing & Pedagogy 9, no. 2 (2017): 251–74. http://dx.doi.org/10.1558/wap.30568.

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13

Paltridge, B. "Genre knowledge and teaching professional communication." IEEE Transactions on Professional Communication 43, no. 4 (2000): 397–401. http://dx.doi.org/10.1109/47.888814.

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14

Vergaro, Carla. "A cognitive framework for understanding genre." Pragmatics and Cognition 25, no. 3 (2018): 430–58. http://dx.doi.org/10.1075/pc.19003.ver.

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Abstract The purpose of this paper is to apply the Entrenchment-and-Conventionalization Model (EC-Model hereafter; see Schmid 2014, 2015, 2016, 2017, 2018; Schmid & Mantlik 2015) of language knowledge to genre, with the aim of showing how a unified theory of the relation between usage and linguistic knowledge and convention can shed light on the way genre knowledge becomes entrenched in the individual and shared conventional behavior in communities. The EC-Model is a usage-based and emergentist model of language knowledge and convention rooted in cognitive linguistics and usage-based appro

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15

Malavska, Valerija. "Genre of an Academic Lecture." International Journal on Language, Literature and Culture in Education 3, no. 2 (2016): 56–84. http://dx.doi.org/10.1515/llce-2016-0010.

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AbstractThe lecture is one of the most common forms of instruction in universities throughout the world being used as a form of studies, with the aim of conveying knowledge to a large number of students. The article looks at the nature of the academic lecture genre, its specific characteristics in comparison to other types of written or spoken modes of different genres. It introduces key theories of Genre Schools, such as New Rhetoric Studies, Systemic Functional Linguistics and English for Specific Purposes, explores the peculiarities of the university lecture as a separate genre, looks at it

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Nikiforidou, Kiki. "Genre and constructional analysis." Pragmatics and Cognition 25, no. 3 (2018): 543–75. http://dx.doi.org/10.1075/pc.18022.nik.

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Abstract Constructional approaches to genre model genre knowledge in terms of genre-based constructions. Like all constructions, these represent conventionalized pairings of meaning and form, of varying degrees of length and schematicity, whose pragmatic specifications include their association with a particular socio-cultural context. In this state-of-the-art article I review genre-related constructional work, discussing grammatical patterns that are licensed only in particular contexts, including conversational genres, as well as expressions that qualify as constructions simply on the basis

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17

Mendick, Heather. "Student writing and genre: reconfiguring academic knowledge." Studies in Higher Education 36, no. 8 (2011): 1005–7. http://dx.doi.org/10.1080/03075079.2011.643073.

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18

Lavery, Joseph. "The Mikado's Queer Realism: Law, Genre, Knowledge." Novel 49, no. 2 (2016): 219–35. http://dx.doi.org/10.1215/00295132-3508987.

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19

Cooper, Stephen. "Sex/Knowledge/Power in the Detective Genre." Film Quarterly 42, no. 3 (1989): 23–31. http://dx.doi.org/10.1525/fq.1989.42.3.04a00040.

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Cooper, Stephen. "Sex/Knowledge/Power in the Detective Genre." Film Quarterly 42, no. 3 (1989): 23–31. http://dx.doi.org/10.2307/1212598.

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21

Mccallum, Andrew. "Student Writing and Genre: Reconfiguring Academic Knowledge." English in Education 47, no. 3 (2013): 261–63. http://dx.doi.org/10.1111/eie.12008.

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22

Drury, Helen. "Knowledge building." Genre and Disciplinarity 41, no. 2 (2018): 157–84. http://dx.doi.org/10.1075/aral.00008.dru.

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Abstract Successful research and teaching of discipline genres is based on collaboration among language and learning specialists with expertise in applied linguistics, and subject area specialists with expertise in the knowledge and communication practices of their disciplines. These interdisciplinary collaborations involve experts coming together around an area of shared interest in a community of practice (Lave & Wenger, 1991), where members are committed to building relationships to learn from each other, and in this process build new knowledge (Scardamalia & Bereiter, 2006). This p

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23

Driscoll, Dana Lynn, Joseph Paszek, Gwen Gorzelsky, Carol L. Hayes, and Edmund Jones. "Genre Knowledge and Writing Development: Results From the Writing Transfer Project." Written Communication 37, no. 1 (2019): 69–103. http://dx.doi.org/10.1177/0741088319882313.

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Using a mixed-methods, multi-institutional design of general education writing courses at four institutions, this study examined genre as a key factor for understanding and promoting writing development. It thus aims to provide empirical validation of decades of theoretical work on and qualitative studies of genre and the nature of genre knowledge. While showing that both simplistic and nuanced genre knowledge promote writing development, our findings suggest that nuanced genre knowledge correlates with writing development over the course of a semester. Based on these findings, we propose an e

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24

Birkner, Karin. "Hegemonic struggles or transfer of knowledge?" Journal of Language and Politics 3, no. 2 (2004): 293–322. http://dx.doi.org/10.1075/jlp.3.2.08bir.

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Job interviews are an important means for the selection of employees in Western industrialised countries. Thus, they may be decisive with regard to the future of the person seeking work, making the difference between successful social participation or marginalisation. After the German reunification, East Germans had to prove themselves in a communicative genre marked by West German standards hitherto unknown to them. The article analyses verbal sequences taken from job interviews between West German interviewers and East German job applicants in which genre specific knowledge is negotiated. It

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25

Jarc, Mojca. "The CEFR perspective on genre information in French for specific purposes textbooks." Linguistica 54, no. 1 (2014): 189–210. http://dx.doi.org/10.4312/linguistica.54.1.189-210.

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In the past twenty years, the results of genre-based studies have been introduced into programmes of languages for specific purposes and even genre-based approaches have been used to teach languages for specific purposes. At the same time, the CEFR has been recognised as an important tool and reference in the process of materials design. However, the relationship between these two powerful frameworks has not been fully explored. In this article, we aim to analyse this relationship in order to reveal how genre knowledge is presented through written texts and through tasks included in textbooks.

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26

Padyab, Ali Mohammad, Tero Päivärinta, and Dan Harnesk. "Genre-Based Approach to Assessing Information and Knowledge Security Risks." International Journal of Knowledge Management 10, no. 2 (2014): 13–27. http://dx.doi.org/10.4018/ijkm.2014040102.

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Contemporary methods for assessing information security risks have adopted mainly technical views on information and technology assets. Organizational dynamics of information management and knowledge sharing have gained less attention. This article outlines a new, genre-based, approach to information security risk assessment in order to orientate toward organization- and knowledge-centric identification and analysis of security risks. In order to operationalize the genre-based approach, we suggest the use of a genre-based analytical method for identifying organizational communication patterns

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27

Parodi, Giovanni. "Academic and professional genre variation across four disciplines: exploring the PUCV-2006 corpus of written Spanish." Linguagem em (Dis)curso 10, no. 3 (2010): 535–67. http://dx.doi.org/10.1590/s1518-76322010000300006.

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The elusive concepts underlying the word genre offer different alternative conceptions. This may produce confusions but identifying the theoretical frameworks help in understanding the possible preliminary doubts of the novice. Systemic Functional Linguistics (SFL), New Rhetoric (NR), Semiolinguistics (SL), Communicative Procedural Text Linguistics (CPL), Interdisciplinary Text Linguistics (ITL), and Genre Analysis (GA), among others, are all theoretical propositions that represent options to be explored. In this paper, a discussion of the contemporary conceptions of discourse genre will be pr

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28

Nahotko, Marek. "Application of Interdisciplinary Theory of Genres in LIS." Zagadnienia Informacji Naukowej - Studia Informacyjne 58, no. 1A(115A) (2020): 57–74. http://dx.doi.org/10.36702/zin.723.

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Purpose/Thesis: The article presents the possibilities of using the interdisciplinary theory of genres, developed in the study of linguistics, literary studies, rhetoric, sociology, philosophy, psychology and other disciplines, in library and information science (LIS). The article argues the application of genre theory to LIS offers a new and interesting interdisciplinary perspective.Approach/Methods: A critical analysis of the literature on the subject introduces the basic premises of the interdisciplinary theory of text/information genres in its historical development in the world and in Pol

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29

Plastina, Anna Franca. "Genre-knowledge Transfer in English for Medical Purposes: A Genre Activity-based Research Study." LCM - La Collana / The Series 9788879167918 (December 2016): 25–46. http://dx.doi.org/10.7359/791-2016-plas.

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30

Worden, Dorothy. "Developing L2 writing teachers’ pedagogical content knowledge of genre through the unfamiliar genre project." Journal of Second Language Writing 46 (December 2019): 100667. http://dx.doi.org/10.1016/j.jslw.2019.100667.

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31

Dannels, Deanna P. "Relational Genre Knowledge and the Online Design Critique: Relational Authenticity in Preprofessional Genre Learning." Journal of Business and Technical Communication 25, no. 1 (2010): 3–35. http://dx.doi.org/10.1177/1050651910380371.

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32

Artemeva, Natasha, and Janna Fox. "Awareness Versus Production: Probing Students’ Antecedent Genre Knowledge." Journal of Business and Technical Communication 24, no. 4 (2010): 476–515. http://dx.doi.org/10.1177/1050651910371302.

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33

Berkenkotter, Carol, and Thomas N. Hucken. "Genre Knowledge in Disciplinary Communication: Cognition/Culture/Power." College Composition and Communication 47, no. 3 (1996): 437. http://dx.doi.org/10.2307/358302.

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34

Loizou, Eleni, Elena Kyriakides, and Maria Hadjicharalambous. "Constructing stories in kindergarten: Children's knowledge of genre." European Early Childhood Education Research Journal 19, no. 1 (2011): 63–77. http://dx.doi.org/10.1080/1350293x.2011.548939.

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35

Killingsworth, M. J. "Genre Knowledge in Disciplinary Communication: Cognition/ Culture/Power." IEEE Transactions on Professional Communication 39, no. 2 (1996): 107. http://dx.doi.org/10.1109/tpc.1996.503277.

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36

Bhatia, Vijay K. "Genre knowledge in disciplinary communication: Cognition/culture/power." English for Specific Purposes 14, no. 3 (1995): 263–65. http://dx.doi.org/10.1016/0889-4906(95)90027-6.

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37

Dong, Baohua. "Towards the Crypto-functional Motive of Existential there: A Systemic Functional Perspective." Theory and Practice in Language Studies 6, no. 8 (2016): 1644. http://dx.doi.org/10.17507/tpls.0608.18.

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This paper, based on the proposal of crypto-functions of existential there in Dong (2016a), mainly focuses on the motive of crypto-functions in existential there. The constraints of genre on existential there in terms of indirect realization relationship between genre and lexicogrammar are firstly discussed in an attempt to locate its motive path. Then such a path is followed to explore the distribution frequencies of existential there in each genre in COCA for the intention of shedding light on the motive of crypto-functions of existential there. It is found that existential there enjoys the

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38

Cui, Wenqi. "Teaching for Transfer to First-Year L2 Writers." Journal of International Students 9, no. 4 (2019): 1115–33. http://dx.doi.org/10.32674/jis.v9i4.755.

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Previous studies have identified that genres and genre knowledge are not only pivotal for the development of writing expertise but also for facilitating writing-related transfer. However, little research concerns issues of teaching genres for writing transfer to first-year English as a second language (L2) writers at universities in the US. This article attempts to develop a genre-based pedagogic framework for L2 transfer teaching, aiming to help first-year L2 students address linguistic, rhetorical, and genre-bound challenges they confront and improve their writing expertise, as well as devel

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39

Dementyev, Vadim Viktorovich. "Transformation of scientific genres in the context of scientometric strategies." Communication Studies 7, no. 2 (2020): 272–82. http://dx.doi.org/10.24147/2413-6182.2020.7(2).272-282.

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The transformation of scientific genres in the context of the general digitalization of modern culture is considered. It is shown that the speech genre content of this process is based on the mechanisms of generation and transformation of the text of two types, the interpretation of which can be useful in order to better understand the nature, tasks and tools of scientometry at this stage, and in order to better understand the speech genre structure of scientific speech. Firstly, the structural requirements for articles and monographs indexed in scientometric syst

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40

Dževerdanović, Milena. "Discourse exponents of standing orders on board ship." Pomorstvo 30, no. 1 (2016): 67–74. http://dx.doi.org/10.31217/p.30.1.9.

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Deck officers must be very familiar with the content of the Standing Orders. This peculiar genre, which is usually written on one page of text and with a distinguishable graphical layout, combines administrative and legal discourse. The subtle interrelation between linguistic features on different levels of the analysis implies the ship’s hierarchy and organization which is a precondition for the safety of the ship. Analysis in this paper relies on discourse and genre knowledge and represents a continuation of the author’s research on maritime written genres in terms of both their structure an

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Dževerdanović Pejović, Milena. "Learning technical genres – a blended learning approach." Pomorstvo 34, no. 2 (2020): 212–22. http://dx.doi.org/10.31217/p.34.2.2.

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Research studies dedicated to the application of blended learning in modern linguistics are on the rise. With the interdisciplinary nature of science and curricula, researchers are combining traditional methods with contemporary digital sources and text processing tools. Regardless of the many methods and approaches recommended, there is no set methodology widely proven to be successful, due to different student profiles, language competences and the learning environment. This paper presents the results of the blended learning approach taken at the University of Montenegro’s Faculty of Maritim

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42

Iwasaki, Shoichi. "A multiple-grammar model of speakers’ linguistic knowledge." Cognitive Linguistics 26, no. 2 (2015): 161–210. http://dx.doi.org/10.1515/cog-2014-0101.

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AbstractBy using the concept of ‘multiple grammars,’ this paper develops the view of an individual speaker’s cognitive organization of grammar. Although conversation, one type of spoken language environment, plays a crucial role in the emergence of grammar, for some speakers in a literate society, the written language environment may also contribute to developing a grammar. The two language environments are expected to provide unique incentives to shaping grammar differently as they diverge greatly in terms of media types (sound vs graph), constraints (online processing vs detachment), and pur

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43

Thornton, Jackie. "Sources: Putting the User First: 30 Strategies for Transforming Library Services." Reference & User Services Quarterly 54, no. 4 (2015): 76. http://dx.doi.org/10.5860/rusq.54n4.76.

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Part of the ALA Readers' Advisory Series, The Readers' Advisory Guide to Genre Blends explores the dynamic world of books that combine characteristics of multiple genres. With more than fifteen years of experience in collection development and readers' advisory and her own website devoted to genre blending, author Megan McArdle has both the knowledge and the passion needed to tackle this amorphous topic. More than 420 different titles from adult fiction are listed, and some teen titles, graphic novels, films, and TV shows are also cited.

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44

Rose, David. "Languages of Schooling: embedding literacy learning with genre-based pedagogy." European Journal of Applied Linguistics 6, no. 1 (2018): 59–89. http://dx.doi.org/10.1515/eujal-2017-0008.

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AbstractFor three decades, genre based literacy pedagogy has been describing the written genres that students are expected to read and write in school, and designing teaching/learning activities through which students can be guided to read and write these genres successfully. This paper positions this research within the model of language and pedagogy that informs it, and then describes a system of literacy teaching activities that have been designed in the genre based methodology Reading to Learn. The function of these designed activities is to provide access to the genres in which knowledge

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45

Dixon, Peter, Marisa Bortolussi, and Blaine Mullins. "Judging a book by its cover." Scientific Study of Literature 5, no. 1 (2015): 23–48. http://dx.doi.org/10.1075/ssol.5.1.02dix.

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In this experiment, we investigated whether book covers can signal sub-genre information to knowledgeable readers. Self-identified science-fiction fans and mystery fans sorted 80 randomly selected book covers from each of those genres into groups of their own devising. The sorts were used to identify similarity among books, and that similarity structure was used to measure similarity among subjects. Cluster analysis was then used to find groups of subjects who sorted similarly. Linear models were demonstrated that group membership was related to the knowledge subjects reported about the genres

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46

Susino, Marco, and Emery Schubert. "Musical emotions in the absence of music: A cross-cultural investigation of emotion communication in music by extra-musical cues." PLOS ONE 15, no. 11 (2020): e0241196. http://dx.doi.org/10.1371/journal.pone.0241196.

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Research in music and emotion has long acknowledged the importance of extra-musical cues, yet has been unable to measure their effect on emotion communication in music. The aim of this research was to understand how extra-musical cues affect emotion responses to music in two distinguishable cultures. Australian and Cuban participants (N = 276) were instructed to name an emotion in response to written lyric excerpts from eight distinct music genres, using genre labels as cues. Lyrics were presented primed with genre labels (original priming and a false, lured genre label) or unprimed. For some

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47

Werle, Dirk. "Knowledge in Motion between Fiction and Non-Fiction." Daphnis 45, no. 3-4 (2017): 563–77. http://dx.doi.org/10.1163/18796583-04503011.

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In epic poems of the seventeenth century written in German about the Thirty Years’ War, knowledge is set in motion, especially in the context of genre change and shifts in the generic tradition as well as in the conflictive area between fiction and non-fiction. The generic adjustments are partially caused by the transfer of a Greek and Latin genre model into German. This is illustrated by two examples, Martin Opitz’s Trost-Getichte in Widerwärtigkeit des Krieges, first published in 1633, and Georg Greflingerʼs Der Deutschen Dreißig-Jähriger Krieg, published in 1657.

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48

Stiernstedt, Fredrik, and Peter Jakobsson. "Watching reality from a distance: class, genre and reality television." Media, Culture & Society 39, no. 5 (2016): 697–714. http://dx.doi.org/10.1177/0163443716663643.

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The cultural significance of reality television is based on its claim to represent social reality. On the level of genre, we might argue that reality television constructs a modern day panorama of the social world and its inhabitants and that it thus makes populations appear. This article presents a class analysis of the population of reality television in which 1 year of television programming and over 1000 participants have been analysed. The purpose of this analysis is to deepen our understanding of the cultural and ideological dimensions of reality television as a genre, and to give a more

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49

Hayes, Matthew. "Faith, Devotion, and Doctrinal Knowledge." Journal of Religion in Japan 7, no. 1 (2018): 27–56. http://dx.doi.org/10.1163/22118349-00701001.

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Abstract The genre of kōshiki 講式 (ceremonial lectures) has, over the last decade, gained significant traction in the fields of Buddhist studies and Japanese religions, but its commentarial sub-genre remains largely unexplored. While kōshiki offer fertile ground for understanding devotional practices across nearly all Buddhist schools in Japan, commentaries reveal how Buddhists understood their liturgical content and, more narrowly, how this content was consumed and re-purposed through intellectual endeavor. This article contributes to this understudied area in two ways. First, it demonstrates

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50

Clark, L. "Genre and Communication: Why You Can't Leave the Knowledge out of Knowledge Education." Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 9, no. 3 (2009): 509–19. http://dx.doi.org/10.1215/15314200-2009-010.

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