Tracing Discursive Resources: How Students Use Prior Genre Knowledge to Negotiate New Writing Contexts in First-Year Composition

By M. Reiff, Anis Bawarshi. 2011

204 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/da869f51f05dbbc41d5706de7fd240fb9213647f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. J. Gevers
2. Bruna Sommer-Farias
3. C. Tardy

In Language and Linguistics

1. J. Gevers
2. Bruna Sommer-Farias
3. C. Tardy

In Literature and Literary Theory

1. J. Gevers
2. Bruna Sommer-Farias
3. C. Tardy

Citations in the corpus

• Teaching and Researching Genre Knowledge: Toward an Enhanced Theoretical Framework (2020, background): “…is typically referenced only in broad strokes, though the relationship is important, as writing scholars increasingly recognize the role metacognition can play in writing development (Beaufort, 2007; Devitt, 2015; Driscoll et al., 2019; Johns, 2011; Negretti, 2012, 2017; Reiff & Bawarshi, 2011).”