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Findings inform teacher preparation and U.S. college composition curriculum development.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/evolving-conceptions-of-genre-among-first-year-writing-teachers-composition-forum-38-spring-2018/598993/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/evolving-conceptions-of-genre-among-first-year-writing-teachers-composition-forum-38-spring-2018/598993.png","ImageObject",300,407,{"name":42,"@type":43},"jay","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the study investigate about genre in first-year writing instruction?","Question",{"text":63,"@type":64},"It examines how thirty-three new first-year writing teachers’ conceptions of genre evolve over time as they encounter the concept in preparation programs and in their classes.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the study collect and analyze teachers’ understanding of genre?",{"text":68,"@type":64},"The study uses written reflections and focus group interviews to identify patterns in teachers’ definitions and occasional tensions at different points in time.",{"name":70,"@type":61,"acceptedAnswer":71},"Why are teachers’ genre theories important, according to the text?",{"text":72,"@type":64},"The text argues there is no single genre pedagogy, and teachers’ genre theories influence how writing is taught and how instructors are educated, making them critical to teacher preparation.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598993,1792191300,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Current Issue  From the Editors  Weblog  Editorial Board  Editorial Policy  Submissions Archives  Accessibility  Search  \nComposition Forum 38, Spring 2018  \nEvolving Conceptions of Genre among First-Year Writing Teachers  \nChristine M. Tardy, Rachel Hall Buck, Madelyn Pawlowski, and Jennifer R. Slinkard  \nAbstract: Genre has emerged as a central concept in writing studies, with numerous scholars advocating for its prominent role in writing instruction. Despite this interest in genre, however, research has not explored teachers’understanding of the concept, which is critical to how they address genre in their classrooms. This study traces the evolving conceptions of genre among thirty-three new first-year writing teachers, examining their understandings--and, occasionally, tensions--at different points in time as they encounter the concept in their teacher preparation and with their own students. Through written reflections and focus group interviews, we identify key patterns in how the teachers define genre over time and some of the influences on those dynamic conceptions. Findings from this research have implications for teacher preparation and curriculum development in the context of U.S. college composition.  \nIn the past decade, genre has become ubiquitous in scholarship and pedagogical materials for writing instruction. For example, the term appears multiple times in the Council of Writing Program Administrators’(CWPA) Outcomes Statement for First-Year Composition ( WPA Outcomes) and is now commonly used as a key concept or organizing principle for composition textbooks. In writing studies, genre is considered a threshold concept (Adler-Kassner and Wardle), as it is “through genre that we recognize the kinds of messages a document may contain, the kind of situation it is part of and it might migrate to, the kinds of roles and relations of writers and readers, and the kinds of actions realized in the document”(Bazerman,“Writing Speaks to Situations” 36) . Further, discussions of learning transfer often emphasize the value of developing students’ metacognitive awareness of genre, which may support post-secondary students in new and unfamiliar writing (Devitt,“Teaching”; Yancey et al. ) .  \nAlthough these discussions of genre and genre awareness are prominent in writing studies scholarship, they may be unfamiliar to many college composition teachers, especially new graduate student instructors (often referred to as Graduate Teaching Assistants, or GTAs) . GTAs come to first-year writing (FYW) instruction from fields as diverse as literature, creative writing, linguistics, or rhetoric and composition and are therefore likely to bring with them understandings of genre developed through these disciplinary orientations, and through the common uses of genre as formal categories of literature or art. At the same time, most novice FYW teachers will not have formally learned about the role of genre in writing instruction, either as teachers or as composition students themselves. As a result, FYW instructors will bring shared and divergent understandings of genre to their teaching. To our knowledge, no research has explicitly examined teachers’ genre theories, despite their critical importance to how writing is taught and how writing instructors are educated. Gaining insight into teachers’ evolving knowledge of genre can inform FYW teacher preparation courses, composition textbooks (which often serve as a source of teachers’ knowledge of writing instruction), and scholarship on genre approaches.  \nToward these goals, we traced thirty-three writing instructors’ evolving perceptions of genre during their first five months of teaching a genre-informed [FYW course at a U.S. university. Our aim was](FYW course at a U.S. university. Our aim was) not to evaluate these teachers’genre theories; rather, we adopt a descriptive approach, identifying their understandings at different points in time as they encounter the concept in their teacher ","cbCaimbiU6Eae7vM","https://ap.wps.com/l/cbCaimbiU6Eae7vM","pdf",172622,15,"English","# Evolving Conceptions of Genre among First-Year Writing Teachers\n## Abstract\n## Genre as a Central Concept in Writing Studies\n## Novice First-Year Writing Teachers and Genre Knowledge\n## Study Goals and Descriptive Approach\n## The Importance of Teachers’ Genre Theories\n## Traditions in Genre Pedagogy: ESP, SFL, and RGS","[{\"question\":\"What does the study investigate about genre in first-year writing instruction?\",\"answer\":\"It examines how thirty-three new first-year writing teachers’ conceptions of genre evolve over time as they encounter the concept in preparation programs and in their classes.\"},{\"question\":\"How does the study collect and analyze teachers’ understanding of genre?\",\"answer\":\"The study uses written reflections and focus group interviews to identify patterns in teachers’ definitions and occasional tensions at different points in time.\"},{\"question\":\"Why are teachers’ genre theories important, according to the text?\",\"answer\":\"The text argues there is no single genre pedagogy, and teachers’ genre theories influence how writing is taught and how instructors are educated, making them critical to teacher preparation.\"}]","Evolving Conceptions of Genre among First-Year Writing Teachers - Composition Forum 38 - Spring 2018 | PDF",1792087975,38]