Wednesday, July 25, 2018

Nicholas - 7/26


1. On page 161, Reiff says that "Students' critical awareness of how genres work—their understanding of how rhetorical features are connected to social actions—enables them to more effectively critique and resist genres by creating alternatives."

Why would it be important for students learning genre to resist genre? What can a teacher do to help facilitate this?


2. Yancey lists three "essential characteristics" of portfolios: they are "longitudinal in nature," "diverse in content," and "almost always collaborative in ownership and composition."

In what ways do these characteristics make portfolios effective evaluation tools for instructors?
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1 comment:

  1. UnknownJuly 25, 2018 at 6:35 PM

    Hey Nicholas,

    For your first question I would say it's important to learn to resist genre in cases where you have to present the content of a genre to an audience in a style that audience can understand. I'm thinking specifically of the prelaw example in Reiff, where the prelaw student makes note of the obscure language many legal briefs use. So for instance if a lawyer had to communicate a legal brief to a less educated client, it would be important that the lawyer adapt his/her legal jargon into language his/her less educated audience will understand.

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