Table of Content
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Front Matter
Series Editor’s Introduction
Preface
The Small Genres
Appendix
About Richard E. Young
Richard E. Young is Professor Emeritus of Rhetoric and English Literature at Carnegie Mellon University. He is a founder of the Carnegie Mellon doctoral program in Rhetoric, a former chair of the English Department at Carnegie Mellon, an organizing member of the Rhetoric Society of America, and is frequently credited as one of the founders of the modern field of Rhetoric and Composition. Young has written numerous essays and papers that address writing as an epistemic process of rhetorical inquiry. His landmark work, Rhetoric, Discovery and Change, co-authored with Alton Becker and Kenneth Pike, is considered to be one of the early landmark publications in the field.
Publication Information: Young, Richard. (2011). Toward A Taxonomy of "Small" Genres and Writing Techniques for Writing Across the Curriculum. The WAC Clearinghouse. https://doi.org/10.37514/PRA-B.2011.0964
Publication Date: January 1, 2011
ISBN: 978-1-64215-096-4 (pdf)
DOI: 10.37514/PRA-B.2011.0964
Practices & Possibilities
Series Editor: Mike Palmquist, Colorado State University
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Copyright © 1984/2003/2011 Richard E. Young. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 International License. 49 pages. Available in digital format for no charge on this page at the WAC Clearinghouse. You may view this book. You may print personal copies of this book. You may link to this page. You may not reproduce this book on another website. For permission requests and other questions, such as creating a translation, please contact the copyright holder.
Toward A Taxonomy of "Small" Genres and Writing Techniques for Writing Across the Curriculum offer more than 150 "small genres" collected over a number of years by Richard Young in collaboration with Joanne Sipple and others. "The question I asked was whether we could get faculty to use writing in unconventional ways," explained Young. "Ways that didn’t require them to invest a great deal of time in responding to student writing but that would nonetheless give students both an authentic writing task and feedback on their writing."