Ashley Mullins Eng 3840j Genre Analysis 3/17/13 Form and Content: Understanding the Genres of Teaching When

you typically think about genre, you might think music or movies, but genre goes beyond just categories. Starting with Carolyn Miller nearly 30 years ago, the study of genre has changed drastically. It has gone from a static format to a flexible tool used in the academic and working world. In writing and verbal communication, genre is used as a way to define the goal and values of a community or workplace (Beaufort, Devitt, Barwashi, Reiff, Davies, Birbilli). This set of values and goals, as well as the processes used to convey them, are what Ann Beaufort calls discourse community. Though others may not use this specific term, it is a general consensus that it is extremely important to understand the discourse community in order to successfully write in the field. It is not that simple though. As many authors argue, like Beaufort, Dirk, and Miller, that our academic curriculum is not setting us up to make the transfer from classroom writing to work place writing. We need to gain more knowledge of genre and the writing process in order to become from flexible writers (Beaufort). This is also known as our metacognitive knowledge (Davies and Birbili). Along with understanding the discourse community we need to understand how genres perform actions in that community (Miller). Carol Berkenkotter and Thomas N. Huckin talk about five specific things that developed their theoretical framework of what genre is. One of these things included form and content. In their article, Rethinking Genre From a Sociocognitive Perspective, they define form and content as a sense of what content is appropriate to a particular purpose in a particular situation

at a particular point in time. (Berkenkotter and Huckin). In other words it is how genre embraces both form and content, including what content is appropriate based on the situation, audience, and purpose (Berkenkotter and Huckin). With their research, I believe they present a very important aspect of what genre is and looks like. To verify their finding, I will look at both letters to the community and syllabi in my discourse community of secondary education. Though each is their own separate genre, they can change drastically depending on the situation or purpose they are being used for. In the following, I will take the two genre examples (letter to the community and syllabi) and analyze them. My goal is to extend the work of Berkenkotter and Hucken by providing further evidence for their theories concerning form and content. I also hope to show the reader how important it is to consider the audience, situation, and purpose before completing the task of writing these genres. Studying and understand why form and content is so important will ultimately make teachers more successful in their purposes of writing these genres. It will get them thinking beyond the conventional features of the genre to how the genre changes according to the particular situation. Paying attention to these details will not only make teachers more successful writers, but will also help them gain knowledge and skills to succeed in the other genres of their field. The field I am working in is secondary education, which is education at the high school level. This field covers a very wide range of individuals and groups of people. As an educator I must be able to communicate to my students, fellow educators, my administration, parents, and the community. Each one of these groups is a different audience and the way I would communicate to them is also different. I would communicate with my students in a less

professional and academic way then I would my administrators. I would talk to the community in a professional way, but not one that comes off as superior. Again, the audience is very important. Within each group, I would also talk to them differently depending on the situation. If a student is doing poorly, I would have a different approach with their parents then if the student is doing well. The form and content is constantly at the forefront of both written and verbal communication. To begin my analysis, I will start with the idea of content. In a syllabus, it is typically the goal to express the course goals and requirements. It is a tool that students can constantly refer to when they have questions about the course or what is coming up, since they usually include some sort of year or semester outline. For this study, I acquired two examples of syllabi from seasoned professionals in the field. Each syllabus included teacher contact information, a class description, overview of topics, and a grading policy. One syllabus is for an introductory level or freshman level history course and one syllabus was for an upper level AP calculus course. The differences of the audiences here is crucial. Most freshman many not be familiar with the syllabus, which explains the simplicity of the history syllabus. It spends more time detailing what the course will look like and the specific policies and procedures then the AP calculus syllabus does. The AP syllabus has categories like, curricular requirements and a course outline, which are not found on the history syllabus (Engelhart). One reason is because AP calculus can earn you college credit and is not a required class, but freshman history does not earn you college credit and is required. This is an example of how the situations are different, so therefore important to the outcome of the genre. Another example of how audience influences a genre is how detailed the grading policy is on the history syllabus compared to the AP calculus syllabus. It is expected for the older students to understand

how grading procedures work at the school, but freshman are new and need the additional explanation. The letter to the parent, as a genre further shows how paying attention to form and content is important to the success of the genre. In this example the audience is pretty much the same, but the content or situation is very different. The first letter I analyzed is to eighth grade parents whose students will be entering the high school in the following year. It educates the parents about a transitional information meeting for them to attend. This letter is detailed, but it is written in a very light and enthusiastic tone. This tone is set from the first line, It is that time of year that we begin to plan for the next school year. Your son/daughter will begin the journey of High Schol in 2013-2014. (Mulhern). The writer encourages the readers to think about the transition as an exciting, rather than daunting, process. It is an attempt to allow the parents to be involved and educated in the transition their students will be making. The other letter is not as light. It is a letter of notice that students will be watching a rated-R movie during class. The teacher gives a quick description of the movie and an argument for why it is applicable to the class. He states [the film] provides a unique perspective on race relations. (Norton, 2008). The teacher uses a stern tone and does not give the parents a direct choice. He only offers his email for concerns. I believe he uses this technique to avoid many parents making the decision to not allow their kids to watch the movie. He also adds, Thank you for your understanding with this manner. (Norton, 2008). This aids in his technique of not giving the parents a direct choice by making the decision for them. It is very useful, in my opinion. As you can see, the two audiences are the same but the situations are very different. If the first letter would have been written in the same tone as the first, it wouldnt have seemed so welcoming to the incoming parents. The same goes the other way. If the second letter would

have been written like the first, more parents may have spoken up and the teachers project could have been ruined. Looking at the situation before writing in both of these cases led to the success of the letter. Next, I will move to form. As described in the article, form is not just about a knowledge of formal conventions but a knowledge of appropriate topics and relevant details as well. (Berkenkotter and Huckin). Both the look/arrangement and the details covered are important parts of the form of a genre. In both letters to the parents, the arrangement is nearly the same. Each had basic block paragraphs, with an introduction, closing statement, and contact information. These are all basic parts of any letter. As far as details covered, each letter was short but very detailed. This is an important aspect of writing a letter to parents. You want to make sure all information is covered, but it is done so in a quick way. It is important to assume not every parent will take the time to read more than a page of information, so keeping it short helps ensure your purpose is being served. Another thing is bolding or highlighting essential details. If nothing else, by bolding important facts, you are guaranteeing parents will at least know dates and times of events. For example, in the letter to the eighth grade parents, things like We will have a parent information meeting on February 20th at 7:00 in Iva Walker Auditorium are bolded (Mulhern). It draws the readers eyes and helps emphasis the importance of a line. The syllabi I analyzed were much different in terms of form then the letters. Each syllabus was at least two pages long and very drawn out with details. They each included different sections which were separated by bolded headings. Unlike the letter, it is important for every small detail to be covered in a syllabus. This leaves out the chance of information being misinterpreted or vague. Since they are so long, breaking them into sections with bolded headings makes it easier to navigate. Instead of reading the whole syllabus to find how late work

is handled, the reader can just find the heading that relates to this topic. For example, the history syllabus as a section titled and bolded Late Work which makes any questions a student might have about late work easy to find (Norton, 2012) I believe my ultimate conclusion is in strong support of Berkenkotter and Huckins idea of form and content. Without looking at the audience, neither syllabus would have been successful. An unsuccessful syllabus can lead to confusion in the classroom and of the expectations of the students. Ultimately, it can lead to an unproductive classroom. Without looking at the situation and context, neither letter would have been successful. These can have different consequences. The transition letter can lead to unhappy and out-of-the-loop parents. The notice letter can lead to the destruction of what could have been a valuable lesson in the classroom. These are all important things to consider, which is what Berkenkotter and Huckins were trying to tell us from the beginning.

Works Cited Beaufort, Anne. Transfering Writing Knowledge to the Workplace. Expanding Literacies English Teaching and the New Workplace. 1st edition. Mary Sue Garay, Stephen A. Bernhardt. State University of New York Press, 1998. 179-199. Book Berkenkotter C, Huckin T. Rethinking Genre From a Sociocognitive Perspective Written Communication Vol. 10. No.4 (1993): 475-509. Article Davies C, Birbili M. What Do People Need to Know About Writing in Order to Write in Their Jobs? British Journal of Education Vol. 48. No 4 (2000): 429-445. Article Devitt A, Barwarshi A, Reiff M. Materiality and Genre in the Study of Discourse Communities. College English Vol. 65. No 5 (2003): 512-519. Article Engelhart, Doug. AP Calculus AB Syllabus. August 2012. Mulhern, Jennifer. Letter to Parents. January 2013. Norton, Beau. U.S./World Studies I Class Syllabus. August 2012. Norton, Beau. Letter to Parents. May 2008.

Appendix I. Norton: Letter to Parent II. Norton: Syllabus III. Engelhart: Syllabus IV. Mulhern: Letter to Parent

Thurs. May 15, 2008

Dear Parents:

As part of our study of prejudice and discrimination the sociology classes will be viewing the movie Crash. The movie is rated R by the Motion Picture Association of America for language and adult themes. The film takes place in Los Angeles, CA and provides a unique perspective on race relations. If there are any problems with your child viewing this movie or if you have questions or concerns please contact me at the school or by email. An alternative assignment will be provided for those who do not wish to participate. Thank you for your understanding with this matter.

Sincerely,

Beau Norton HS Sociology Teacher J.A.Garfield HS 330-527-4341 ext. 213 bnorton@mail.garfield.sparcc.org

U.S./ WORLD STUDIES I CLASS SYLLABUS

Teacher: Mr. Norton Room: 213 st th Planning Period: 1 Semester: 7 Pd. (1:46-2:37) 2nd Semester: 3rd Pd. ((;37-10:28) Phone: 330-527-4341 ext. 213 E-mail: bnorton@jagschools.org Text: World History: Human Legacy. Modern Era. Holt, 2008.
This text has only been used for four years. They MUST BE COVERED and taken good care of, please!

Class Description: U.S. and World Studies I is a full year 1 credit class for students in grade 9. It is the first of two core courses designed to help prepare students for successful completion of the Ohio Graduation Test (OGT). Students will also begin to be exposed to the new Common Core State Standards that take effect in 2014-2015. As a result of completing this class students will develop an appreciation of the importance of gaining a global perspective in our technologically advanced and ever shrinking world. Topics Covered: Students will explore numerous social studies themes from both a world and American perspective. While the class does go in chronological order with an emphasis on historical events it is designed as a social studies course- NOT just a history class! Throughout the year students will analyze the economic, social, governmental, and cultural impact of the people, places, and events for each of the following topics: The Enlightenment WWI American Revolution WWII French Revolution The Cold War Systems of Government Europe & North America Economic systems Asia Industrialization Africa Nationalism Middle East Cultural exchange Latin America Imperialism Contemporary Issues Grading Policy: The same grading scale printed in the James A. Garfield High School student handbook will be used in this class. A students grade will be composed of his/her performance on: Class discussions/ daily activities Class work/ homework assignments Individual and group projects Notebook grade Quiz and test scores

Make-Up Assignments- It is important that students are in class on a daily basis in order to gain the knowledge and information needed to be successful in all classes. However, it is inevitable that individuals get sick or encounter situations where they cannot attend school. In this event it is the responsibility of the student to make sure he/ she receives ALL the necessary information and assignments. Students are encouraged to make arrangements for assignments to be picked up in the attendance office, check the class webpage or e-mail the teacher. Students who are anticipating an extended absence are encouraged to get their assignments ahead of time. Students will be given the equivalent of the number of days missed for excused absences to complete make-up assignments. Unexcused absences will result in a zero for any assignments missed. Assignments turned in after the allotted time will be considered late and not have the possibility of receiving full credit (100%). This applies to missed tests as well! Students who are not in class on the day of an exam will have to make arrangements to make up the exam outside of class time. Late Work: Assignments and tests turned in after the beginning of the period on scheduled due date will not have the possibility of receiving full credit (100%) and will be calculated based on the following scale: 1 day late = 92% (B) possible 2 days late = 81% (C) possible 3 days late = 69% (D) possible 4 days late = 59% (F) possible 5 days late = 49% (F) possible No assignments or tests will be accepted after the fifth late day. Classroom Policies/ Procedures: Students are expected to adhere to the rules and guidelines defined in the student handbook. Hall Passes- Again, students need to be in the classroom for optimal learning to take place. Passes will be given in the case of emergencies only. Students are encouraged to use the restroom between classes and have the necessary materials on their person. Students will not be permitted to leave class without a teacher signed pass and must sign out when leaving and sign in upon return. Students who abuse this privilege may have it revoked. Insubordination or disrespect of any kind toward students or staff will not be tolerated and will be referred to the administration for disciplinary action. Policies regarding tardiness, dress codes, computer usage, fighting, etc. will be enforced. How can you be successful in this class?- Everyones definition of success is different. To me success comes when an individual devotes his/ her self to giving their full potential toward an ascribed goal. If you are not giving everything youre capable of giving, then by definition, I am not a successful teacher! In order to increase your chance of being successful in this class students MUST: Be here. Be respectful. Be on time. Be an active learner Be prepared.

AP Calculus AB Syllabus Purpose

The AP Calculus AB course is designed to prepare students for success on the Calculus AB exam. This course is also designed to prepare students for a college level mathematics curriculum and successful completion of the next appropriate level of Calculus.

Curricular Requirements
The course teaches all C2 topics associated with Functions, Graphs, and Limits; Derivatives; and Integrals as delineated in the Calculus AB Topic Outline in the AP Calculus Course Description.
C3 The course provides students with the opportunity to work with functions represented in a variety of ways graphically, numerically, analytically, and verbally and emphasizes the connections among these representations. C4 The course teaches students how to communicate mathematics and explain solutions to problems both verbally and in written sentences. C5 The course teaches students how to use graphing calculators to help solve problems, experiment, interpret results, and support conclusions.

Overview
The Calculus AB course covers all curricular requirements outlined in the AP Calculus AB Course Description found on the AP Calculus AB Home Page. The class meeting time consists of five 50 minute periods per week. Homework is assigned daily and is checked and/or graded on scheduled dates. The solution to each assigned problem is explained by the students with support from the teacher when necessary. [C3] [C4] [C5] A problem set, which may include an extension of topics covered and/or appropriate applications, is assigned weekly. The problem sets consist of questions comparable to those found in the free response section of previously released exams. The students are expected to collaborate and use outside resources in order to successfully complete each problem set. [C3] [C4] [C5] A quiz is given every Friday. Each quiz includes multiple choice problems comparable to actual Calculus AB Exam problems. The students are given a specified time limit for each quiz which correlates to 1 to 3 minutes per question. The purpose of the time limit is to prepare the students for the timing constraints of the Calculus AB Exam. In additional assessment is given at the conclusion of each chapter or unit. This test consists of both multiple choice and free response questions and is given in two parts. One part consisting of questions that requires the use of a graphing calculator [C5], and a second part for which the use of a calculator is not allowed. The students must complete the test in 50 minutes.

Course Outline
The following is an outline of our AP Calculus course including the sequence of topics and a timeline. It includes all curricular requirements as outlined in the AP Calculus AB Course Description. [C2]

*Prerequisites for Calculus (Chapter 1)

Students review precalculus materials and submit assignments online beginning one month prior to the start of the school year. SECTION 1.1 1.2 1.3 1.4 1.5 1.6 Lines Functions and Graphs Exponential Functions Parametric Equations Functions and Logarithms Trigonometric Functions TOPIC # OF DAYS summer summer summer summer summer summer

* Studied in depth within Precalculus curriculum

Limits and Continuity (Chapter 2)

SECTION 2.1 2.2 2.3 2.4 TOPIC Rates of Change and Limits Limits Involving Infinity Continuity Rates of Change and Tangent Lines # OF DAYS 4 2 2 2 Total: 10

Derivatives (Chapter 3)
SECTION 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 Differentiability Rules for Differentiation Velocity and Other Rates of Change Derivatives of Trigonometric Functions Chain Rule Implicit Differentiation Derivatives of Inverse Trigonometric Functions Derivatives of Exponential and Logarithmic Functions TOPIC Derivative of a Function # OF DAYS 2 2 2 4 2 3 3 2 2 Total: 22

Applications of Derivatives (Chapter 4)

SECTION TOPIC # OF DAYS

4.1 4.2 4.3 4.4 4.5 4.6

Extreme Values of Functions Mean Value Theorem Connecting f' and f" with the Graph of f Modeling and Optimization Linearization and Newton's Method Related Rates

3 3 3 4 2 5 Total: 20

The Definite Integral (Chapter 5)

SECTION 5.1 5.2 5.3 5.4 5.5 Definite Integrals Definite Integrals and Antiderivatives Fundamental Theorem of Calculus Trapezoidal Rule TOPIC Estimating with Finite Sums # OF DAYS 3 3 4 4 3 Total: 17 Differential Equations and Mathematical Modeling (Chapter 6) SECTION 6.1 6.2 6.3 6.4 6.5 6.6 TOPIC Antiderivatives and Slope Fields Integration by Substitution Integration by Parts Exponential Growth and Decay Population Growth Numerical Methods # OF DAYS 3 3 4 2 2 3 Total: 17

Applications of Definite Integrals (Chapter 7)

SECTION 7.1 7.2 7.3 Areas in the Plane Volumes TOPIC Integral as Net Change # OF DAYS 4 5 5 Total: 14

Teaching Strategies

The AP Calculus topics are introduced to the students through lectures, notes, student activities, teacher guided activities, and interactive lessons. The textbook incorporates the use of a graphing calculator for solving problems, experimenting, interpreting results, and supporting conclusions within each section. I also use the graphing calculator as a teaching tool quite extensively, specifically to confirm the results and/or conclusion of an analytical investigation. [C5] Other technology used within the curriculum includes a SMARTBoard in the classroom, and TI SmartView, and AdvancedGrapher software available on all school computers.

Student Activities
Slope of a curve When introducing the students to the idea of the slope of a curve at a point I use the AdvancedGrapher software to graph a function on the SMARTBoard. Then using the software I graph the tangent to the curve at a point. Next I turn the activity over to the students asking them to prove (graphically) that the slope of the tangent line and the slope of the curve are the same at the indicated point. Through discussion the students eventually will decide to zoom in on the curve at the given point. This leads to the visual proof of the concept of local linearity and the slope of a curve at a point. [C3] [C4] [C5] Relating f,f, and f After the completion of section 4.3 I engage the students in a group activity that requires their ability to interpret functions graphically, numerically, and analytically while challenge them to do so in a verbal context. The activity involves the graph of several different functions and the graph of their first and second derivatives. There is also an analytical description of each function and subsequent derivatives. Furthermore, each function and its derivatives have a numerical analysis. Each graph, analytical description, and numerical analysis is on separate sheets of paper. Thus each function is described on nine separate sheets. [C3] We begin the activity by passing out one of the nine sheets to each student for three functions. For the initial round the students are permitted to both read and look at each others sheets. The students must create three sets of nine. Each set must include the nine sheets associated with a particular function. [C4]

Next the students are given the nine sheets for three additional functions. For this round the students must complete the same task without looking at each others sheets. All descriptions and interpretations must be done verbally. [C3][C4] Textbook Explorations Throughout the textbook used in our AP Calculus class there are a number of concept builders labeled as Exploration. A section may not have an Exploration or could have up to as many as three or four, and many of these explorations involve the use of the graphing calculator. At the completion of an Exploration activity we then build upon upon the concept or continue with an exploration of our own. For example, in section 3.4, Exploration 2 and Exploration 3 teaches the students how to model horizontal and vertical motion on the graphing calculator by using parametric equations. [C5] Following the explorations I then ask the students to create a model of their own for both types of motion. Using the TI SmartView calculator and the SMARTBoard the students present their models to the class, and we choose a few of them to use for further investigating the relationship between motion, velocity, and acceleration. [C4] We also complete many other activities throughout the course that are built upon these textbook Explorations.

Review, Evaluation, and Exam Preparation

After the students return from spring break we begin an intense review of all the concepts. This is followed by a 2-3 week evaluation of the students which involves each student completing AP free-response questions and AP type multiple-choice questions collaboratively as in class and homework assignments as well as individually as a quiz. [C4] This is used as an evaluative tool to analyze the students strengths and help them to further develop any weaknesses. It also serves as a preparation for the AB Exam. At the conclusion of the evaluation period we take a field trip to the local college campus where I administer a practice exam for the students. I then grade this exam using resources from AP Central. The students are given their AB Exam score and we spend 2-3 days reviewing the practice exam.

Primary Textbook
Finney, Ross L.; Demana, Franklin D.; Waits, Bert K.; Kennedy, Daniel, CalculusGraphical, Numerical, Algebraic, Prentice Hall, 2003, 1st edition

Additional Resources
Lifshitz, Maxine; Green, Martha, AMSCOs AP Calculus AB/BC Preparing for the Advanced Placement Examinations, Amsco School Publications, Inc., 2004 Websites: http://www.jtaylor1142001.net/index.html http://www.calc101.com/ http://archives.math.utk.edu/visual.calculus/

James A. Garfield High School

Jennifer L. Mulhern, Principal Michael A. Dobran, Assistant Principal 10233 St. Rt. 88, Garrettsville, OH 44231 Phone: 330-527-4341 Fax: 330-527-5636

January 22, 2013 Dear 8th Grade Parents/Guardians: It is that time of year that we begin to plan for next school year. Your son/daughter will begin the journey of High School in 2013-2014. For these students there are many changes in curriculum and testing requirements. This is a good time for you to discuss your childs educational and career goals. It is our goal to have all students College and Career Ready upon graduation. Maplewood Career Center will have an open house and spaghetti dinner on February 7th. This is an opportunity to view the program options, meet the teachers, and tour the building. Students may choose to attend Maplewood for their 11th and 12th grade years. Students attend Maplewood but remain Garfield students. We encourage Maplewood students to continue participation in extra-curricular activities and sports. On February 20th, Mrs. Gilbert will explain course selections and the scheduling process to all 8th graders. Students will be given course selection sheets and a curriculum guide to bring home. We will have a parent information meeting on February 20th at 7:00 in the Iva Walker Auditorium. Please review with your child the course requirements and his/her selections, sign the sheet and return to Mrs. Gilbert by March 1, 2013. Mrs. Alvim will conduct a post-secondary options meeting on February 27th at 6:30 in the High School Media Center. The meeting will explain the opportunity for eligible 9th through 12th grade students to take college courses for both high school and college credit. She will also discuss the opportunity for Dual-Credit courses that are taught by our own teachers at our school and the option to receive credit through Youngstown State University. Finally, I would like to inform you of a change in the school calendar. The district will have two waiver days, Thursday, February 14th and Monday, April 1st. Students are not required to be in attendance on these days so that we may work with our teachers on Professional Development. If you have any questions, please do not hesitate to contact the office. We will be glad to answer any questions you may have. Sincerely, Jennifer Mulhern Principal

This assignment was a struggle for me, but I think in the end I took a lot from it. This project could not have been done without the course readings. The readings gave me so much insight of what genre is and what to look for as I analyzed my samples. This assignment and the readings combined, I believe helped me gain skills on how to be successful in any genre of my field. The readings showed me why things like content, situation, and audience are important and this assignment allowed me to put those thoughts into action. I am confident now that with my knowledge on genre and my new genre analysis skills, I can take any genre, research it, and write it successfully for my purposes within my discourse community. My discourse community of secondary education, as I have learned from this project, relies heavily on the audience involved. Every piece of genre can change dramatically depending on who you are writing it to. I have never really thought about things like syllabi in terms of audience, which I have come to realize was a mistake. It is extremely important to look at all aspects in order for the piece to be successful. I never realized how much one particular genre can be changed. Like I said before, this assignment was a struggle for me. It took me a long time to figure out how I should even go about it. I had a really hard time just starting the paper because I didnt feel confident on what I was supposed to be doing. Everything really came together after the rough draft when we went through Colleens paper as a class with your critiques. That exercise was the most helpful thing we did in regards to this assignment. It gave me a chance to see someone elses work through your eyes. It helped me gain perspective of what was required out of me for this project. I think showing a students example, maybe from a previous year, before we really start writing would have made the process much smoother. Even though this assignment was a little rough, I took a lot away from it. It gave me a perspective on writing that I never had before by expanding my thoughts on what the true goal of the writing is.