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Adrienne McChrystal

Megan Keaton
ENC 2135
2 August, 2016
Genre
On the first day of class I used the pose of reading a book to define genre in the first
Tableaux.

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
(https://docs.google.com/presentation/d/16QEv1cF1wi_b2ADX8rvDnpYGCAaJC8Lh3e2uxXAZL4/edit#slide=id.g147f8c2cdd_0_0). 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 supporting information around these
citations, mostly because I was not exactly sure how they applied. I had a basic understanding of
genre, but not nearly enough to elaborate on these quotes.
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.