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Adrienne McChrystal

Megan Keaton
ENC 2135
2 August, 2016
On the first day of class I used the pose of reading a book to define genre in the first
Tableaux (I couldnt find the link to the picture). My reasoning was because there are millions
of books that can be categorized under different topics (daybook 6/27/16). The pose I chose and
my reasoning are understandable given the fact that I defined genre as merely the classification
of books, movies, music, etc. (daybook 6/27/16). By the second day of class my understanding
of genre had already increased after completing the assigned reading in the Bedford Book of
Genres. The proof of my expanded idea of genre came from my second daybook entry on June
28th. I believe the assignment was to summarize genre based on the previous nights reading. My
summary was a rhetorical situation that has an appropriate response, which is repeated by others
creating an expectation or norm. Classification allows us to organize different situations and
formulate a response because we understand the context, audience, location, etc. (daybook
6/28/16). It is obvious that was my interpretation of the text, not my own sense of genre.
I really began to grasp my own concept of genre when we went over the first slideshow
in class
( By learning the terms that surround the idea of genre I
was able to piece together a more focused definition. Distinguishing the difference between
genre and medium was groundbreaking for me. In the beginning of the semester I was having
trouble finding the difference between the two. The slideshow clarified that genre is the
response to a rhetorical situation and medium is how we get the info out there. Learning that
genre and medium may overlap also gave me more incite as to why I kept confusing the two. By

the start of Project 1 I had a more concrete idea of what the term genre meant. It was evident that
I was still unsure of how to apply the information I had extracted from the text into my first draft.
I simply dropped in quotes from the Bedford Book of Genres saying Genres give us a way to
categorize or describe types of compositions and The Brief McGraw-Hill Handbook saying
Different genres of writing predominate in different disciplines (Braziller and Kleinfield 5)
(Maimon, Pertiz, and Yancey 18) . I did not add any support information around these citations,
mostly because I was not exactly sure how they applied.
The most crucial development in my genre journey came when I understood the
rhetorical situation determines the genre that the composer uses. The majority of the term I had
the hierarchy backwards. I thought genre determined the rhetorical situation, when it is truly the
reverse. I gained this understanding in the planning stages of Project 3. Specifically when we
were told to choose our audience before choosing our genres. I will never forget eh example used
in class your sister does not want a brochure. By the final week of the semester my definition
of genre now reads a category chosen, whose conventions most precisely meet the needs of the
rhetorical situation. I have reached this conclusion from the experiences outlined above.