Genre

Frow, John

doi:10.4324/9780203962619

Cited by 26 publications

(46 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Like literature, doctoral writing contributes to identity construction, socially and individually. Frow (2006) expresses a similar recognition to Helgerson's when he notes that having been produced 'in relation to particular types of situational constraints . .…”

Section: Genre ('See Gender') and Literaturementioning

confidence: 70%

“…In fact, it is part of a wider discourse, influenced and influencing over time and space. Frow's (2006) observation that 'all genres possess historically specific and variable expressive capacities: they offer frameworks for constructing meaning and value' (p. 72) points to the fact that teaching doctoral 'framework' might be useful. Frow discusses structural dimensions of genre as 'formal organisation, rhetorical structure and thematic content ' (pp.…”

Section: Genre Of the Thesismentioning

confidence: 95%

“…Frow (2006) declares genre to be a kind of schema: 'a pattern underlying a surface phenomena that allows us to understand that phenomena' (p. 83). Generic doctoral support delves 'below the surface' to complement supervisory support.…”

Section: Genre Of the Thesismentioning

confidence: 99%

“…Frow (2006) captures some of genre's power: '[genre classifications] are embedded in material infrastructures and in the recurrent practices of classifying and differentiating kinds of symbolic action. And they bind abstruse and delicate negotiations of meaning to the social situations in which they occur' (p. 13).…”

Section: Genre ('See Gender') and Literaturementioning

confidence: 99%

See 3 more Smart Citations

Doctorate as genre: supporting thesis writing across campus

Carter

2011

Higher Education Research & Development

View full text Add to dashboard Cite

Increasingly learning advisors provide generic support for doctoral students. The terms 'genre' (a category, type or family) and 'generic' (ambiguously both 'of a category' and 'non-specific') are interrogated here in relation to such support. Literary studies scholars divide texts by genre for the purpose of analysis. It is helpful to see the doctoral thesis as a literary genre and discuss generic writing support in this context. Taking a theoretical position, I suggest that doctoral writing support can be theorised and conceived differently to complement supervisory support within disciplines. Ideas about the social significance of genre translate well to doctoral writing, which is also socially situated, speaking back to the discourse by which it is produced. Generic learning support is a contested phrase in higher education, a non-specific bolt-on process suspected of being never pertinent because it is not embedded in a discipline. Yet it is highly useful for doctoral students, a fact recognised in burgeoning practice. Around the world, generic support for doctoral study is increasingly provided as universities strive to sustain a healthy completion rate and ensure that discipline-specific, mainly supervisory, support is firmly complemented. Arguing for the thesis as genre enables the term 'generic' to have traction for those providing doctoral support across campus and opens up a theoretical way of discussing practice.

show abstract

Section: Genre ('See Gender') and Literaturementioning

confidence: 70%

Section: Genre Of the Thesismentioning

confidence: 95%

Section: Genre Of the Thesismentioning

confidence: 99%

Section: Genre ('See Gender') and Literaturementioning

confidence: 99%

See 2 more Smart Citations

Doctorate as genre: supporting thesis writing across campus

Carter

2011

Higher Education Research & Development

View full text Add to dashboard Cite

show abstract

“…For instance, in "The Lab versus the Clinic: Sites of Competing Genres," Catherine Schryer (1994) posited that genres were "stabilised-for-now or stabilised-enough" (p. 107). In Genre, John Frow (2006) picked up Schryer's notion of contextualized stability and coherency, noting, "Texts and genres exist in an unstable relation, but at any one moment [emphasis added] this relation is 'stabilised-for-now' or 'stabilised-enough"' (p. 28). Similarly, templates, like print text structures, consistently and constantly change in regards historical and temporal contexts.…”

Section: Making the Template Flexiblementioning

confidence: 98%