Changing the idea of teaching genre from the way it is commonly understood and approached with attention to form and text, but now a new regulation using our patterns of human experience to relate to a genre or give it meaning that can be identified. The idea of writers having these expectations from recurring themes and forms of writing that we experience which then also establishes its own power or expectation of what kind of response should be made to the form and content or additions from others makes it difficult once established as a genre from these types of actions and wording to deviate in any way from to where it would not be considered part of that genre from compared responses or similar content. The responses to the writings eventually become a way of conformity with similarity of form, content and then continuing the intertextuality of commonality related to the genre and thus categorizing it when seen or read due as a semiotic response to the words, language, form, content. This correlates with it doesn’t matter if we are on the receiving or giving side of writing, our intentions of the writing and what is produced really isn’t original as it has been written almost following a formula to make sure it will be accepted and read as well as be included in a container of thought such as a genre to resonate and contribute a response by others. It is a cycle that has been followed and can only change when we change our way of thinking or intentions when writing to not adhere to previous versions or examples related to our own content to feel some kind of inner approval or genre inclusion that will result once completed.
With our pedagogy we need to see genre in a more diverse terms and not allow it to restrict our way to reach an audience that our writing is dedicated to. This will place further limitations and emphasis on past ways of seeing and research based on the genre and writing style. A new shift of thinking from a formal classification to a more rhetorical and semiotic to give meaning to what is being discussed and more per say tangible idea that we have purposely processed that has been only previously experienced through thought or text. Instead of facts or applied text having to be included in each type of grouping to be considered part of a particular genre there should be considerations of how we process the writing of text or even prior to that and giving it a more complex meaning due to semiotic changes or thoughts evolving which will affect meaning or similarities of what we usually applied or taught without any deviation of structure.
Leave a Reply