What+are+different+genres?

**Advance writing ** **Professor: ** **Dr. Ahmadi ** **By: ** **Neda Toughiry ** **2012 ** **What are different genres? ** **Genre ** **Definition: ** A type or category of artistic composition (as in film or literature), marked by a distinctive [|style] , form, or content. Adjective: //generic//. **Etymology: ** From the Latin, "kind" **Observations: ** "Focus in on the **genre** you want to write, and read books in that genre. A LOT of books by a variety of authors. And read with questions in your mind." <span style="font-family: 'Cambria','serif'; font-size: 16px;">(Nicholas Sparks, "How to Learn the Craft," 2002) <span style="font-family: 'Cambria','serif'; font-size: 16px;">"[F]ar from being merely 'stylistic' devices, **genres** create effects of reality and truth, authority and plausibility, which are central to the different ways the world is understood in the writing of history or of philosophy or of science, or in painting, or in everyday talk. These effects are not, however, fixed and stable, since texts--even the simplest and most formulaic--do not 'belong' to genres but are, rather, uses of them; they refer not to 'a' genre but to a field or economy of genres, and their complexity derives from the complexity of that relation." <span style="font-family: 'Cambria','serif'; font-size: 16px;">(John Frow, //Genre//. Taylor & Francis, 2006)
 * <span style="color: #808080; font-family: 'Cambria','serif'; font-size: 48px;">What are different genres? **

<span style="font-family: 'Cambria','serif'; font-size: 16px;"> "Traditionally, the study of literature has been centered on analysis and interpretation in three **genres**--poetry, fiction, and drama; the study of creative writing has also focused on those genres; and <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;">[|composition] <span style="font-family: 'Cambria','serif'; font-size: 16px;"> has become the domain of <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;">[|nonfiction] <span style="font-family: 'Cambria','serif'; font-size: 16px;">. We believe that this unnatural separation can be bridged by acknowledging <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;">[|creative nonfiction] <span style="font-family: 'Cambria','serif'; font-size: 16px;"> as the fourth genre. That is, we think of creative nonfiction simultaneously as a form of literature, as a goal of creative writing, and as the aesthetic impulse in composition."

<span style="font-family: 'Cambria','serif'; font-size: 16px;"> (Robert L. Root, Jr., and Michael Steinberg, //The Fourth Genre: Contemporary Writers of/on Creative Nonfiction//. Allyn and Bacon, 1999)

<span style="font-family: 'Cambria','serif'; font-size: 16px;"> "**Genre**, as many students of the subject have observed, functions much like a code of behavior established between the author and his reader. When we agree to attend a formal dinner, we tacitly accept the assumption that we will don the appropriate attire; the host in turn feels an obligation to serve a fairly elaborate meal and to accompany it with wine rather than, say, offering pizza and beer. Similarly, when we begin to read a detective novel, we agree to a willing suspension of disbelief." <span style="font-family: 'Cambria','serif'; font-size: 16px;">(Heather Dubrow, //Genre//. Taylor & Francis, 1982)

<span style="font-family: 'Cambria','serif'; font-size: 16px;">"These two terms--**//genre//** and //style//--are often loosely used, and perhaps they are not susceptible to any complete clarification, but for our purposes it will be useful to make at least a rudimentary distinction between them. //Genre// refers to things regularly done and//style// to a regular //way// of doing things. In painting, landscape is a genre and impressionism is a style. Genres are social and durable; they persist through changes of style. A style is more local, often personal, as when we speak of Shakespearean comedy as opposed to Jonsonian comedy or Monet's impressionism as opposed to Renoir's. Both genres and styles, however, manifest themselves in recurrent patterns or codes that can be constructed by analyzing a set of individual <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;">[|texts] <span style="font-family: 'Cambria','serif'; font-size: 16px;">." <span style="font-family: 'Cambria','serif'; font-size: 16px;">(Robert Scholes, //Textual Power: Literary Theory and the Teaching of English//. Yale University Press, 1985) <span style="font-family: 'Cambria','serif'; font-size: 16px;">"I mean, whatever you think about the whole superhero movie **genre**, at least it's getting people to read the original source material." <span style="font-family: 'Cambria','serif'; font-size: 16px;">(Samaire Armstrong as Anna Stern, "The Debut." //The O.C.//, 2003) <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;"> **Genres Used in Early Education Classrooms** ü <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;">Journals ü <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;">Stories ü <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;">Poems ü <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;">Expository accounts ü <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;">Persuasive essays <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;">Different genres will challenge students in different ways. <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;"> **Journals:** Students use their journals to write down their personal thoughts about things that have happened to them, what they plan to do, and how they feel.
 * **<span style="font-family: 'Cambria','serif'; font-size: 16px;">The Difference Between //Genre// and //Style// **
 * <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;">Genre **<span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;"> “A form of writing related to a purpose” (Temple, Ogle, Crawford, & Freppon, 2005, p. 321)

<span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;"> Writing in journals help students form ideas for other writings. <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;"> **Different Forms of Journals:** Dual entry diary: This is often used when introducing new literature or learning something new in another subject like social studies. The students divide a page down the middle with a vertical line. On the left side, they record phrases that they found important or confusing. On the right side they write comments about passages. Dialogue Journal: This is a way that student can respond to a learning activity. Students can write about how they feel about what they have just learned or something they have read. The teacher then divides the children into pairs, they share their journals, and then respond to each other in writing. <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;"> **Classroom Practices:** We were writing in our journals every morning, but some of our first graders were having problems coming up with something to write about everyday. So we have changed the way that the students write in their journal. They no longer call it a “journal,” it is now called “The Readers Playground.” The students can write down anything that comes to their head, it doesn’t have to be a complete thought. Later in the week, we will ask the students to look at what they have written and circle what they believe would make a good story. <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;"> **Stories:** It is very helpful to provide students with examples of stories to help them develop the structure of stories. Students can imitate authors to write their own story. They can use a story map; this is like a plan of a story. The teacher provides prompts and the students fill in the blanks. Dialogue story: Students write these stories in dialogue form. It can also be a story where two students make up an oral story together and they each write their own version of it. <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;"> **Poems:** To teach children about poems, expose them to many different forms of poetry; discuss the structure of a variety of types of poems and what makes them different. Have children work together in pairs or large groups to create poems. <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;"> **Different forms of Poetry:** Acrostic: This is a very simple poem. The students write their name down the left side of the page and insert a word for each letter. <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;">Cinquains: These are evergreen tree shaped poems that encourage students to think about a concept and follow a pattern. <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;">Topic

<span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;"> Two describing words

<span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;"> Three action words ending in “ing”

<span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;"> Feeling word

<span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;"> Synonym for the first line <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;">List poems: This type of poem can be a list describing a person or abstract ideas. <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;"> **Classroom practices:** In my classroom, the students have binders with poems in them. During “center time,” they can choose to read one of their poems and draw a picture about it or make up a poem that might be like it. When the children have read all of the poems in their binder, we always have new poems available. <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;"> **Expository Writing:** This is a form of writing that describes or explains. To help develop ideas for this type of writing, you can use a graphic organizer, some examples include semantic webs, clusters, and Venn diagrams. Cause and effect charts are also helpful; causes are listed in boxes on the left and effects are listed on the right. <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;"> **Classroom Practices:** The students in my classroom are great at writing in this genre. During writing workshop, I read a book to the students where the author describes or explains something without using the actual word, like writing about feeling sad without actually using the word “sad.” I point out the specific words the author is using. I sometimes will ask the students how they feel after I have read the book. I ask them if the author used words that made them feel happy, sad, frustrated, or excited? <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;"> **Persuasive Essay:** This helps students learn to produce arguments and put them into writing. **<span style="font-family: 'Cambria','serif'; font-size: 21.3333px;">Refrence ** <span style="color: #000000; font-family: 'Cambria','serif'; font-size: 16px;">Temple, C., Ogle, D., Crawford, A., & Freppon, P., (2005). All children read: Teaching for literacy in today’s diverse classrooms, MA: Pearson Education.