Abstract

This essay examines what a translingual orientation offers to the study and teaching of genre, in particular what we gain when we think of genre difference not as a deviation from a patterned norm but rather as the norm of all genre performance. A translingual perspective draws our attention to genre uptake as a site of transaction where memory, language, and other semiotic resources, genre knowledge, and meanings are translated and negotiated across genres, modalities, and contexts. Focusing on genre uptake performances shifts attention from genre conventions to the interplays between genres where agency is in constant play.

Journal
College English
Published
2016-01-01
DOI
10.58680/ce201627655
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Citation Context

Cited by in this index (9)

  1. Reflections: A Journal of Community-Engaged Writing and Rhetoric
  2. IEEE Transactions on Professional Communication
  3. Written Communication
  4. Pedagogy
  5. Computers and Composition
Show all 9 →
  1. College Composition and Communication
  2. Journal of Business and Technical Communication
  3. Literacy in Composition Studies
  4. College English

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