Research in the Teaching of English Dec 1997

Working through Discourse Genres in School

Deborah Hicks University of Delaware

Abstract

Explores possible benefits of placing considerations of genre as more central to dialogs and debates about language arts education. Aims for a theoretical framework emphasizing the responsive and agentive engagement of students working through disciplinary literacies. Considers ways in which one first-grade teacher helped a non-middle-class learner to engage more deeply with science discourse genres.

Journal
Research in the Teaching of English
Published
1997-12-01
DOI
10.58680/rte19973891
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Topics
genre theory discourse analysis teacher development literacy studies
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Citation Context

Cited by in this index (1)

  1. Honig (2010)
    What Do Children Write in Science? A Study of the Genre Set in a Primary Scienc…
    Written Communication

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