Research in the Teaching of English May 1999

Genre Development and Learning: Children Writing Stories, Science Reports, and Poems

George Kamberelis

Abstract

Explores children’s working knowledge of narrative, scientific, and poetic genres. Finds that children had significantly more experience with narrative genres than either scientific or poetic genres; and possessed more knowledge of text structure than micro-level features such as cohesion markers. Contributes to theorizing genre learning as a complex, contingent, and emergent process of differentiation and integration.

Journal
Research in the Teaching of English
Published
1999-05-01
DOI
10.58680/rte19991678
Open Access
Closed

Citation Context

Cited by in this index (3)

  1. Troia et al. (2019)
    Multidimensional Levels of Language Writing Measures in Grades Four to Six
    Written Communication
  2. O’Hallaron (2014)
    Supporting Fifth-Grade ELLs’ Argumentative Writing Development
    Written Communication
  3. Peterson et al. (2006)
    Sixth-Grade Teachers’ Written Comments on Student Writing
    Written Communication

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