Year: 2025
Type: article
Abstract: This article chronicles changes in the author’s service-learning pedagogy, concentrating on his recent attention to genre and its consequences for course design. The cumulative influences of rhetoric, discourse community theory, collaborative assignments, and genre theory are traced. The core claim, however, is that instructors should help students grasp the concept of genre as social action. Included are descriptions of assignments for first-year and advanced courses, plus student samples of genre analysis memos.
Author: Thomas Deans
Institution: University of Connecticut
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4413359341