Situated, Social, Active

Abstract

The author explores new conceptions of genre and genre learning: learning genres, learning through genres, and learning about genres. Drawing on the work of Bahktin, she argues that reconceptualizing genres as situated, social, and active, rather than focusing on formal features, can extend and enrich process approaches to writing and enhance learning in the elementary classroom.

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Papers that cite the same references — the relational fallback while embeddings are still backfilling.