To Teach Reading and Writing Well: "Genre Awareness" in Basic Writing

Abstract

In this thesis, I argue that a "genre awareness" approach should be implemented into basic writing instruction because it enables students to unpack ideologies and beliefs inherent in genres that basic writing students read and write. Because basic writing students often have little to no prior knowledge reading and writing in academic genres, instructors should teach basic writing students how to broaden their understanding of reading and writing to include readers, writer, context, and text; even more, instructors should teach basic writing students to see the connection between the larger scene and situations in which genres arise. My argument's foundation stems from a discussion about basic writing scholarship and research in regards to teaching genre and reading and writing and my own findings from my research study. I end this thesis by providing suggestions for basic writing instructors to use when implementing a "genre awareness" approach in their basic writing courses.

Date of Award	2016
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Terri A. Fredrick (Supervisor)