Instant Download with all chapters and Answers
Sample Chapters
*you will get solution manuals in PDF in best viewable format after buy*
Chapter 3
Writing Activities (pp. 47-49)
1. Four sample genres
Clarissa
a. The genre is an essay exam given in a college-level literature course.
b. The medium is that of a writing prompt, a command instructing the reader
(test-taker) to “identify,” “outline,” and “analyze.”
c. This genre assumes that readers know what is being asked of them: they
understand what it means to “identify,” “outline,” and “analyze”; they have
read the assignment with a critical eye toward key elements of fiction such
as plot; their response will be shaped by the question itself.
d. The essay exam requires students not to merely regurgitate a memorized
response, but to demonstrate understanding of course material: this discourse
community values critical thinking over rote learning.
SAGE AND ROSEMARY’S
a. The genre is a menu.
b. The grouping of different foods together into categories, brief descriptions of
“specials,” and mention of a “server” indicate that the genre is a menu;
prices are missing from this particular sample.
c. The missing elements of the medium are often more telling than those
included: the lack of meat items on the menu and lack of prices tell the
reader that this is a vegetarian, upscale establishment. The menu assumes a
familiarity with health-food fare such as tempeh and chai tea: these and
other terms are not defined or explained.
Barn
a. The genre is a barn.
b. The slanted, steeply-pitched roof, lack of glass in doors and windows, and
siding style all tell the viewer that this building is a barn.
c. The barn is a symbol of the livelihood of a farm: its size and condition
reflect the measure of success of the farm itself. The design favors
functionality over beauty: large sliding doors allow for movement of farm
machinery, grain, and/or animals. You might ask students to consider how
adding color (red) to this photograph would aid their discussion/analysis of
the barn as genre.
Frasier
a. The genre is a television program listing.
b. The short plot description with actors’ names in parentheses, name and airtime of the show, and station all point to the genre.
c. The listing assumes knowledge of channels and the way they work (one
would have to know which channel NBC is on in order to watch the show)
and a basic familiarity with situation comedies and this particular show (the
description refers to the characters familiarly as “the Cranes” and “the
siblings”).
d. As much information as possible is given in a small amount of space: the
description familiarizes the reader with the relationship between the
characters and includes direct quotations of dialogue. Words like
“squabble,” “tiff,” and “fancies” mirror the language of the show and clue
the reader in to the show’s light-hearted, humorous tone.
2. You might ask students to submit their samples to the same questions asked in
activity one: What genre is exemplified? What features of the medium led you
to identify the genre? What does the genre assume of its readers? Does it imply
anything about the values or beliefs of its creators?
Writing Activity (p. 52)
1. The selection employs a chummy, congenial tone to try to identify with its
projected reader: the terms “folks” and “cough up,” as well as the collective
“we” demonstrate an attempt at familiarity and collusion with the reader. You
might discuss the difference between this and the tone the BLS might prefer to
take: one would assume their more objective tone would attempt to minimize
the government’s own culpability and the impact of this mistake.
2. Here’s a possible rewrite: Your car may have a defective part. It connects the
front suspension to the frame. If it fails, you won’t be able to steer, especially if
you brake hard. The secondary catch on the car’s hood may also need to be
adjusted. The hood could fly up suddenly while you are driving and you won’t
be able to see. Both of these defects may cause you to crash.
You might ask students to compare their revisions with others in the class (in
pairs or small groups), noting which terms they choose to explain more clearly
for a general audience.
Writing Activity (p. 57)
1. Audiologists value the patient’s right to privacy as well as the patient’s right to
remain informed of and participate in his or her own care. The code of ethics
reveals that audiologists, as a group, are conscientious about the responsibilities
they take on by interacting with patients.
