Course Information
Professor Anis Bawarshi
Office: A404 Padelford Hall
bawarshi@uw.edu; 543-9400
Office Hours (in person or zoom):
3:30-4:30 Tues. and 11:30-12:30 Thurs. or by appointment
Course Texts
- Bawarshi and Reiff, Genre: An Introduction to History, Theory, Research, and Pedagogy (PDF available on Canvas)
- Articles and chapters available on Canvas
- Canvas website
- Notebook (for fieldwork journal—e-copy is also acceptable)
Course Description
As humans, we don't just use language to communicate; we use language to influence one another, to define our sense of what is good, real, and possible, and to shape our perceptions of ourselves and others. How do we know where we are, or what we should/can do, or how to make sense of things we encounter? It might surprise you to know that rhetoric and genre are how we use language to do these things.
When people think about genres, they tend to think of them as classification systems--as ways of categorizing things like kinds of music, films, and books. However, genres are much more than that; in important ways, they are connected to ways of being, acting, and relating in the world. Whether we are aware of it or not, we rely on genres to rhetorically understand, navigate, and communicate our sense of the world, the situations we find ourselves in, and our relationship to objects and each other. Genres help structure our thoughts and actions. In this course, we will examine what rhetoric and its relationship to genre can teach us about how we as humans organize and create our social lives, coordinate complex activities, influence our and each other's perceptions, negotiate relations of power and difference, and inter(act) in the world.
We will begin the course with an introduction to rhetorical genre theory and explore its claims that genres are not just ways we organize and create kinds of texts but also ways we organize and create kinds of social actions. We will learn how genres embody, reproduce, and enact cultural ideologies—beliefs, values, and assumptions about what is possible, appropriate, and meaningful—and wield power. We will also learn how genres can be used to challenge and disrupt ideologies. From there, we will learn how to use genres to study social actions and how to put our knowledge of genre to work to help us participate more effectively and critically in social actions. In short, we will learn how genres work, how to study them, and how to use them to achieve our social and communicative goals.
Our course goals are as follows:
- To develop a conceptual understanding of genre as social and rhetorical action.
- To develop and practice strategies (including theoretical vocabulary and research methods) for studying genres as social actions.
- To use genre (particularly an understanding of genre as social-rhetorical action) in order to generate and explore research questions.
- To make analytical claims about genre that provide insight into social institutions and practices.
- To use genre knowledge to participate more critically and effectively in social institutions and practices.
Course Requirements
Along with class participation, the four main course projects are designed to help achieve the above course goals. They involve keeping a genre fieldwork journal, writing a genre theory synthesis paper, submitting and presenting a genre research proposal, and completing a genre research project. Assignments must be turned in on the day they are due, with an option to request a 24-48 hour extension for any reason; unexcused late projects and papers will be deducted .3 per day.
Genre Fieldwork Journal (20%):
Throughout the quarter, you will be required to keep a research and fieldwork journal (an average of 2 pages a week [approximately 500 words]) in which you maintain a record of your emerging ideas about genre as a theoretical and methodological concept. Especially in a course like this where we will be working to gain insight into a complex phenomenon, the journal will be an important place for you to accumulate an understanding of genre from the various studies we read, note the various methods used to study it, practice using a vocabulary for talking about and studying genre, and collect and synthesize your research. I will evaluate the journals on the basis of how well they engage and explore connections among the theories and research studies we will read, how well they deploy and practice a vocabulary for taking about and studying genre, and how well they apply the class readings to your own areas of research and interest—that is, how well you create a conversation between the course readings and what you are noticing in your research. The journal will help you to prepare for the various assignments in the class and will help lead toward your final research project.
Genre Theory Synthesis Paper (25%):
In the first few weeks of class, we will read articles and chapters that provide theoretical foundations for understanding genre as social action. For this paper (4-5 pages double spaced), I would like you to synthesize your emerging knowledge of these foundations. What patterns and commonalities do you identify across these foundations? If at this point in the course you were to define what genre is and how genres work, what would that be? What are the key terms and concepts used in the scholarship? How do the terms and concepts relate to one another in your emerging theory of genre? This paper will give you a chance to synthesize and reflect on an understanding of genre developed from the foundational readings, one that you can subsequently use to develop a research question and methods to guide your research. Ideally, you will be able to refine, extend, and use this synthesis in your final project.
Genre Research Proposal and Presentation (10%):
After we work to develop a theory of genre and read case studies of genre in action, you will have an opportunity to conduct your own genre research study. As a first step in preparing for your research study, you will submit a research proposal (2-3 pages) in which you define a genre-related research question that interests you, explain why it matters, describe the setting for your study, explain the methods you will use to conduct your research, describe what you hope to learn as a result, and speculate on the genre you will use to present your findings. Think of the research proposal as the place where you turn your genre theory synthesis paper into questions and methods for doing your own research. On the day the research proposals are due, you will also present a poster version of your proposal.
Research Project (30%):
I would like the final project to suit your interests and, as much as possible, meet your academic and professional needs. Possible projects might include: doing an ethnographic study of how people use a genre or genres in a workplace, academic, or public setting; analyzing a genre or set of genres (for example, scholars have studied the memo, cookbooks, research articles, resumes, tax accounting genres, obituaries, social work genres, psychotherapist notes, tenure and promotion letters, jury instructions, petitions, weblogs) for what the genres can tell us about the social actions, relations, and ideologies they mediate; proposing an alternative version of a genre; or exploring the implications of and challenges to genre in light of new media and technology. I will devote time in class for you to share findings in progress and work in research groups with others studying related genres or settings. You will present your research findings in your choice of genre (research paper, video, poster, etc.)
Participation (15%):
This includes not only your class presence but also your engagement in the work of the class, including participation in class discussions and workshops, contributing to the collective genre analysis we will do, giving feedback to classmates on their research presentations, working productively with your research group, and contributing to the collective synthesis/reflection document we will create at the end of the course.
Resources
Access and Accommodations
It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law. If you have already established accommodations with Disability Resources for Students (DRS), please activate your accommodations via myDRS so we can discuss how they will be implemented in this course.
If you have not yet established services through DRS, but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), contact DRS directly to set up an Access Plan. DRS facilitates the interactive process that establishes reasonable accommodations. Contact DRS at disability.uw.edu.
Whether or not you have a DRS accommodation, your presence, belonging, and success in this class are very important to me. We all have a lot to learn from each other about what it feels like and looks like to create an accessible environment, including navigating potential conflicts and tensions in access needs (what works for one person may be frustrating to another, for instance). Naming and communicating about your needs will be an important element of supporting your own and your classmates’ success in this class.
With regard to assignments and course expectations, if there are circumstances that may affect your performance in this class, please let me know as soon as possible so that we can work together to develop strategies for adapting assignments to meet both your needs and the requirements of the course. I am happy to work with you so that we can generate any needed accommodations and build a classroom environment conducive to your learning.
Religious Accommodations
Washington state law requires that UW develop a policy for accommodation of student absences or significant hardship due to reasons of faith or conscience, or for organized religious activities. The UW’s policy, including more information about how to request an accommodation, is available at the Religious Accommodations Page.
Accommodations must be requested within the first two weeks of this course using the Religious Accommodations Request form.
Academic Integrity
The University takes academic integrity very seriously. Behaving with integrity is part of our responsibility to our shared learning community. If you’re uncertain about if something is academic misconduct, including plagiarism (representing the work of others as your own without giving appropriate credit to the original author[s]), ask me. I am willing to discuss questions you might have. Concerns about these or other behaviors prohibited by the Student Conduct Code will be referred for investigation and adjudication by (include information for specific campus office).
Safety
Call SafeCampus at 206-685-7233 anytime – no matter where you work or study – to anonymously discuss safety and well-being concerns for yourself or others. SafeCampus’s team of caring professionals will provide individualized support, while discussing short- and long-term solutions and connecting you with additional resources when requested.
Use of AI
Students in this course may, when appropriate, explore the use of AI-based tools (such as ChatGPT) when completing assignments. All sources, including AI tools, must be acknowledged. Use of AI without acknowledgment of how you used it (as invention assistant, reading summary, feedback, editing) will be considered academic misconduct.
Please note that AI results can be biased and inaccurate. It is your responsibility to ensure that the information you use from AI is accurate. Additionally, pay attention to the privacy of your data. Many AI tools will incorporate and use any content you share, so be careful not to unintentionally share copyrighted materials, original work, or personal information. Learning how to thoughtfully, collaboratively, and strategically use AI-based tools may help you develop your skills, refine your work, and prepare you for your future career. If you have any questions about citation or about what constitutes academic integrity in this course or at the University of Washington, please feel free to contact me to discuss your concerns.
Counseling Center
UW Counseling Center workshops include a wide range of issues including study skills, thinking about coming out, international students and culture shock, and much more. Check out available resources and workshops at the Counseling Center page.
Health & Wellness
Health & Wellness provides support, advocacy, consultation, and education to the University of Washington campus community. Services are free for UW students, faculty, and staff. You can work with advocates on your behalf or on behalf of someone you know. Programs include Alcohol & Drug Consultation and Education, Suicide Intervention, Sexual Assault, Relationship Violence, Stalking and Harassment Advocacy, and Student Care Program. More information is available at the LiveWell page.
Career Center
UW Career Center offers career counseling and planning, workshops and career fairs, a listing of part-time jobs on and off campus, and much more on the Career Center web page.
Q Center
The University of Washington Q Center builds and facilitates queer (gay, lesbian, bisexual, two-spirit, trans, intersex, questioning, same-gender-loving, allies) academic and social community
through education, advocacy, and support services to achieve a socially-just campus in which all people are valued. For more information, visit the Q Center web page.
Course Calendar
Week 1:
Th 9/25 Course Introduction
- How Rhetoric and Genre make things matter
Week 2:
T 9/30 Understanding Genres as Social Actions: Building a Theoretical and Methodological Vocabulary
- Bickmore, “Genre in the Wild: Understanding Genre Within Rhetorical (Eco)Systems”
- Bawarshi and Reiff, “Genre in Rhetorical and Sociological Traditions”
Th 10/2
- Bawarshi and Reiff, “Rhetorical Genre Studies”
Week 3:
T 10/7 Studying Genres as Social Actions: Case Studies
- Paré, “Genre and Identity: Individuals, Institutions, and Ideology”
- Dryer, “Taking Up Space: On Genre Systems as Geographies of the Possible”
Th 10/9
- Schryer, “The Lab versus the Clinic: Sites of Competing Genres”
- Artemeva, “Stories of Becoming"
Week 4:
T 10/14
- Medway, “Fuzzy Genres and Community Identities”
- Devitt, “Uncovering Occluded Publics”
- Assign Genre Synthesis Paper
Th 10/16 No Class—FSU lecture
Week 5:
T 10/21
- Applegarth, “Bodily Scripts, Unruly Workers, and Public Anxiety"
- Genre Theory Synthesis Peer Review
Th 10/23
- LeMesurier, “Uptaking Race: Genre, MSG, and Chinese Dinner”
- Genre Theory Synthesis Paper due by midnight
Week 6:
T 10/28
- Reiff and Bawarshi, “’How to Turn Accumulated Knowledge into Action”
- Nish, “Spreadable Genres”
Th 10/30
- Miller and Shepard, “Questions for Genre Theory from the Blogosphere”
- Omizo and Hart-Davidson, “Is Genre Enough? A Theory of Genre Signaling as Generative AI Rhetoric”
Week 7:
T 11/4 Genre Research: Turning Theory into Questions for Analysis
- Devitt, Reiff, and Bawarshi, Ch 2 of Scenes of Writing
- Collective Genre Analysis
Th 11/6
- Devitt, Reiff, and Bawarshi, Ch 4 of Scenes of Writing
- Assign Research Project
- Collective Genre Analysis Continued
Week 8:
T 11/11 Veterans Day—No Class
Th 11/13
- Research Poster Presentations
- Genre Research Proposals Due
Week 9:
T 11/18 Strategies and Methods for Genre Research
- Paré and Smart, “Observing Genres in Action: Toward a Research Methodology”
- Bazerman, “Speech Acts, Genres, and Activity Systems”
Th 11/20
- Schryer, “Investigating Texts in Their Social Contexts”
Week 10:
T 11/25 Research Workshop
Th 11/27 Thanksgiving—No Class
Week 11:
T 12/2 Reflecting on What We Have Learned and Know about Genre
- Dryer et al, “30 Years of Genre as Social Action”
- Journals Due
Th 12/4 Adding to What we Know about Genre
- Closing Remarks