The Emergence of Genres

Abstract

This article examines the writing and drawing produced by a group of children during “writing workshop” time throughout their first-grade year. The purpose of the study was to obtain insight into the general question: Do genres “emerge” in ways analogous to other aspects of writing development? While the study is limited to a specific group of first-grade writers, it provides insights which suggest that genre may indeed be “emergent.” Emergence is supported by evidence of the following: Quantitative and qualitative changes in the organization of texts, with genres appearing as adaptations rather than fixed forms or generalized verbal products; an interplay among drawing, talking, reading, and writing in the construction of genres; the influence of the specific recurring social context of Writing Workshop and the genres surrounding and embedded in it; and the impact overall of the socialization into literacy occurring within this specific classroom community.

Journal
Written Communication
Published
1994-07-01
DOI
10.1177/0741088394011003003
Open Access
Closed

Citation Context

Cited by in this index (5)

  1. Written Communication
  2. Written Communication
  3. Written Communication
  4. Written Communication
  5. Written Communication

Cites in this index (8)

  1. Research in the Teaching of English
  2. Research in the Teaching of English
  3. Research in the Teaching of English
  4. Research in the Teaching of English
  5. Research in the Teaching of English
Show all 8 →
  1. Research in the Teaching of English
  2. Written Communication
  3. Research in the Teaching of English
Also cites 8 works outside this index ↓
  1. 10.1080/00405848009542893
  2. 10.1177/002205747816000405
  3. 10.58680/la198226406
    Language Arts  
  4. 10.17763/haer.63.1.u0762m971p0645t4
  5. 10.1080/00335638409383686
  6. 10.58680/la198226442
    Language Arts  
  7. Apprenticeship in thinking
  8. Mind in society
CrossRef global citation count: 25 View in citation network →