ERIC Number: EJ1017752
Record Type: Journal
Publication Date: 2013-May
Reference Count: 22
The Authenticity Spectrum: The Case of a Science Journalism Writing Project
Kohnen, Angela M.
English Journal, v102 n5 p28-34 May 2013
The Common Core State Standards (CCSS) explicitly call for a wide variety of writing assignments in all subjects, with special emphasis on informational writing and argumentation (National Governors Association). In a footnote to the 6-12 writing standards, the CCSS point out that "these broad types of writing include many subgenres" (English 41), yet the importance of genre is never explored. Instead, all informational and argumentative genres are treated equally; the standards implicitly suggest that students will benefit in similar ways from a well-designed assignment in any informational or argumentative genre. Through a case study reported here, the author argues that this is not necessarily the case. Deliberately selecting a specific genre and teaching it authentically can result in genre-specific student learning that goes significantly beyond the written product or even the writing itself. However, to engage students in writing most effectively, educators must design writing activities that exhibit not just what the author calls "latent authenticity," but "functional authenticity."
Descriptors: Academic Standards, Core Curriculum, Writing Assignments, High Schools, Writing Across the Curriculum, Content Area Writing, Sciences, Journalism, Scientific Literacy
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Authoring Institution: N/A