Situated, Social, Active

Abstract

The author explores new conceptions of genre and genre learning: learning genres, learning through genres, and learning about genres. Drawing on the work of Bahktin, she argues that reconceptualizing genres as situated, social, and active, rather than focusing on formal features, can extend and enrich process approaches to writing and enhance learning in the elementary classroom.

Journal
Written Communication
Published
1999-10-01
DOI
10.1177/0741088399016004003
Open Access
Closed

Citation Context

Cited by in this index (3)

  1. Journal of Business and Technical Communication
  2. Written Communication
  3. Written Communication

Cites in this index (6)

  1. Written Communication
  2. Research in the Teaching of English
  3. Written Communication
  4. Written Communication
  5. Research in the Teaching of English
Show all 6 →
  1. Research in the Teaching of English
Also cites 7 works outside this index ↓
  1. 10.3102/0013189X018001032
  2. Actual minds, possible worlds
  3. 10.1163/156853400510020
  4. 10.1080/00335638409383686
  5. Genre analysis
  6. 10.2307/747926
  7. Mind in society: The development of higher psychological processes
CrossRef global citation count: 22 View in citation network →