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I did something similar - though not as exciting - a few years ago in a project called 'writing geology' which involved student workshops. One of the exercises was to ask students to compare three articles related to the same geological phenomenon: one from the everyday press, one from a geology magazine and a third one from a geology journal. This helped raise issue of audiences and audience expectations in relation to content and style. There is more about the project at: http://www.gees.ac.uk/planet/p15/sy.pdf Anne-Florence Dujardin, Senior Lecturer in Communication Studies ________________________________________ From: European Association for the Teaching of Academic Writing - discussions [[log in to unmask]] On Behalf Of Sandra Sinfield [[log in to unmask]] Sent: 25 February 2010 08:52 To: [log in to unmask] Subject: Re: [EATAW] basics of academic writing A lecturer here at London Met gets students to re-genre writing from other courses as part of her programme. Hence an anthropology essay might become a sci-fi play; a rather tedious regurgitative essay from one subject - might become an exhilarating children's story in her course... This also seems to raise student awareness - alongside their interest and enthusiasm. Best, Sandra Sinfield [log in to unmask] wrote: > A brief remark: > I tend to believe that "handling" genres develops students' awareness > and establishes "schemata".(Other/ previous communication courses might > mean support.)> > Ilona Ma'te' > BME > > On 23 Feb 2010, at 10:59, John Harbord wrote: > >>>Using your 3 ECTS to perfect a single genre would be doing >>>the students a disservice unless they will only (or mainly) need to >>>write that genre. >> >>Well, yes and no. My course is 3 ECTs (for reasons that are hazy to me, >>because as a consultant lecturer, I was outside that negotiation). In it, >>PhD students work on a single article they plan to publish. In working >>through that genre, we naturally touch on the differences between it and a >>proposal. a report, etc., so the course has the form they most need as the >>focus, but they see aspects of differences as well. Then there's the >>readability of that article... that half of the course applies to anything >>technical they write in future, and I know people keep and refer to the >>class notes for years afterwards, so, disservice? No. >> >>I can't really see you disagreeing with this, so maybe it's the word >>'perfect' that you're stressing? I'm looking for successful papers, >>flexible writers, and can't really believe in 'perfect'. >> >>Linda McPhee >>http://www.lindamcpheeconsulting.com >> > > -- Sandra Sinfield University Teaching Fellow _______________________________________________________________________ Coordinator LDU & LearnHigher CETL www.learnhigher.ac.uk LC-M10 London Metropolitan University, 236-250 Holloway Road, N7 6PP. (020) 7 133 4045 www.londonmet.ac.uk/ldu _______________________________________________________________________ Companies Act 2006 : http://www.londonmet.ac.uk/companyinfo