HomePublicationsOpen Access SeriesWriting about Learning and Teaching in Higher Education Part 4: Writing in Different GenresDownload Section Introduction Book MenuWriting about Learning and Teaching in Higher Education SectionsPart 1Part 2Part 3Part 4Part 5Part 6ChaptersChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Chapter 13Chapter 14Chapter 15Chapter 16Chapter 17Chapter 18Chapter 19Chapter 20Chapter 21Chapter 22Chapter 23Chapter 24Chapter 25Chapter 26Chapter 27Chapter 28Chapter 29Chapter 30About the Authors Book Resources Book Reviews Download BookOpen access PDFdoi.org/10.36284/celelon.oa3ISBN: 978-1-951414-04-7September 20202.6 MBMetrics: 22262 views | 8614 downloadsISBN: 978-1-951414-05-4September 2020 (Temporarily Unavailable) Part 4 explores eleven genres, discussing the ways that scholars define or draw boundaries around each genre and offering insight into the value of the genre to illuminate the possibilities of writing in that genre. In This SectionChapter 11: Extending the Conventional Writing GenresChapter 12: Analyzing and Reporting Data: Empirical Research ArticlesChapter 13: Advancing New Perspectives: Theoretical and Conceptual ArticlesChapter 14: Synthesizing What We Already Know: Literature ReviewsChapter 15: Focusing on Practical Experiences: Case StudiesChapter 16: Telling a Bigger Story: Books and Edited CollectionsChapter 17: Talking About Learning and Teaching: Conference and Workshop PresentationsChapter 18: Revealing the Process: Reflective EssaysChapter 19: Provoking Thought: Opinion PiecesChapter 20: Sharing Everyday Experiences: StoriesChapter 21: Engaging in Scholarly Conversations Online: Social MediaChapter 22: Applying, Reflecting, and Evidencing: Teaching Awards, Fellowships, and PromotionsDiscussion Questions What are your existing conceptions of the eleven genres we discuss in this section of the book? How might considering them within the book’s framework—writing as creating and contributing to scholarly conversations about learning and teaching, writing as fostering identities and clarifying values, and writing as a medium for ongoing learning—inform your understanding? What is your sense of the current conventions and affordances of each of these genres, and how can any or all of them be expanded to invite and affirm a greater diversity of scholars of learning and teaching? Share:
