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What is Genre Knowledge?
Genre knowledge is the ability to classify types of writing. These classifications can be based on the type of book, the style of writing, or even the location in which the piece of writing is found. There are hundreds of different types of genres. Some genre types are:
When classifying types of writing, it is crucial to look critically at the type of writing. Rarely does a type of writing fit into one category. (Holdgreve-Resendez, 2010a).
Below is an example of how the home setting has different genres compared to a school setting, and where they might overlap (Image from Holdgreve-Resendez, 2010a).
- Fictional Books
- Mystery Books
- Recipes
- Magazines
- Informational Magazines
- Comic Books
- Letters
- Emails
- Coupons
- Signs
When classifying types of writing, it is crucial to look critically at the type of writing. Rarely does a type of writing fit into one category. (Holdgreve-Resendez, 2010a).
Below is an example of how the home setting has different genres compared to a school setting, and where they might overlap (Image from Holdgreve-Resendez, 2010a).
Why is Genre Knowledge Important in Comprehension and Composition?
Genre knowledge is extremely important to comprehension and composition. The genre lets the author and reader know what type of writing to expect. For example, there is a difference in writing if you are writing a letter to your family, writing a resume cover letter, or writing an academic paper.
Genre knowledge is also important for success in school and in the real world. In different situations, you will be required to write in different genres. When a child or student writes, it is important to assess as many areas of genre as possible. Just because he or she knows one genre, does not necessarily mean that they know all genres.
(Holdgreve-Resendez, 2010a) & (McCartchen, 2000)
Genre knowledge is also important for success in school and in the real world. In different situations, you will be required to write in different genres. When a child or student writes, it is important to assess as many areas of genre as possible. Just because he or she knows one genre, does not necessarily mean that they know all genres.
(Holdgreve-Resendez, 2010a) & (McCartchen, 2000)
Assessments for Genre Knowledge
Informal
There are a couple of different informal assessments that teachers and parents can use. Teachers and parents can:
- Have the students organize a selection of books based on what they view the genre to be.
- Ask the students to write in multiple genres over the course of a week and compare the type of work produced
Formal
The following PDF is an assessment that teachers can use to assess their students knowledge of genre! The Genre Knowledge Assessment is from the Ohio Department of Education.
The following PDF is an assessment that teachers can use to assess their students knowledge of genre! The Genre Knowledge Assessment is from the Ohio Department of Education.
genre_knowledge_assessment.pdf | |
File Size: | 85 kb |
File Type: |
Additional Journals, Articles, and Power Points for Genre Knowledge
Articles and Journals (PDF)
genre_development_and_learning.pdf | |
File Size: | 368 kb |
File Type: |
childrens_genre_and_knowledge.pdf | |
File Size: | 1263 kb |
File Type: |
childrens_emergent_knowledge_of_genre-specific_characteristics.pdf | |
File Size: | 1315 kb |
File Type: |
Articles and Journals
Duke, NK. (2003). Genres at home and at school: bridging the known to the new; being aware of genres young children encounter at home and at school offers opportunities to bridge home and school literacy’s and enhance children’s literacy development. Reading Teacher, 57(1), 30.
Holliway, D. (2010). A literacy task to assist reader awareness in children's informational writing. Language and Education, 24(2), 101.
Honig, S. (2010). What do children write in science? a study of the genre set in a primary science classroom. Written Communication, 27(1), 87
McCartchen, D. (2000). Knowledge, processing, and working memory: implications for a theory at writing. Educational Psychologist, 35(1), 13.
Holliway, D. (2010). A literacy task to assist reader awareness in children's informational writing. Language and Education, 24(2), 101.
Honig, S. (2010). What do children write in science? a study of the genre set in a primary science classroom. Written Communication, 27(1), 87
McCartchen, D. (2000). Knowledge, processing, and working memory: implications for a theory at writing. Educational Psychologist, 35(1), 13.
Power Points
Holdgreve-Resendez, R. T. (2010). Concepts of Print and Genre Fall 2010. Extracted from www.angel.msu.edu on October 6, 2010. Composition and Writing.
The Composition and Writing Power Point can be accessed on ANGEL.
The Composition and Writing Power Point can be accessed on ANGEL.
References
Donovan, C, & Smolkin, L. (2002). Children's genre knowledge: an examination of k-5 students' performance on multiple tasks providing differing levels of scaffolding. Reading Research Quarterly,37(4), 428-465.
Holdgreve-Resendez, R.T. (2010). Conepts of Print and Genre Fall 2010. Extracted from www.angel.msu.edu on October 6, 2010. Composition and Writing.
Kamberelis, G. (1999). Genre development and learning: children writing stories, science reports, and poems. Research in the Teaching of English, 33, 403-459.
McKenna, M. C., & Stahl, K. A. D. (2009). Assessment for reading instruction, second edition. New York: Guilford.
Zecker, L. (1996). Early development in written language: children's emergent knowledge of genre-specific characteristics. Reading and Writing: An Interdisciplinary Journal, 8, 5-25.
Holdgreve-Resendez, R.T. (2010). Conepts of Print and Genre Fall 2010. Extracted from www.angel.msu.edu on October 6, 2010. Composition and Writing.
Kamberelis, G. (1999). Genre development and learning: children writing stories, science reports, and poems. Research in the Teaching of English, 33, 403-459.
McKenna, M. C., & Stahl, K. A. D. (2009). Assessment for reading instruction, second edition. New York: Guilford.
Zecker, L. (1996). Early development in written language: children's emergent knowledge of genre-specific characteristics. Reading and Writing: An Interdisciplinary Journal, 8, 5-25.