Issue 1.2 features writing from the First-year Writing Program—six pieces representative of some ways genre awareness can aid invention for academic writing. In these projects, writers in ENGL120 and ENGL121 have explored genre with the goal of realizing the distinctive...
"Converse Chuck Taylors: A Personal Artifact" uses the recollection of some of the author's vivid memories of growing up to show the importance of an object thoroughly involved in her life. The essay takes the reader through the author's teenage years, illustrating the impact an inanimate object can have in a person's life.
"Oliver's Ballad" is a story about the author's first guitar and the significance that this object has had on her life and experiences. The story is based on memories. It shows why this object has had such an impact on the author and also accounts for struggles between choices, dealing with decisions, and moving on.
The author transforms The Spotless Cow to explore genre conventions operating in Facebook, a children's book, and newspaper articles.
I describe D&D through various genres, from a playful song to a recipe to dictionary entries. I focus on a separate aspect of D&D--the camaraderie in one, the difficulties of being in charge in another--in a different format, offering a fun peek into the depth and scope of this game, and how it is regarded by actual players while placing it in a larger framework.
The project, assigned in English 121, specified that the writer convey the importance of a personal artifact in a vivid and convincing manner, implying the significance of said artifact. Additionally, the style is slightly informal and focuses more on personal research, rather than external sources. I wrote about my black sweater and described its presence and impact in my life, and explained its importance through various methods.
In my English 121 class, we composed an ethnographic essay. We had to choose a community and make observations. The community I chose was my high school's basketball varsity games and my focus was the spectators' motives for attending. I realized that spectators fell under different motivational categories: entertainment, personal, and educational. Next, I created a visual multigenre piece showing the main point of the essay. I made an informational poster representing people in the stands so the person looking at it could visualized what the community looked like I was observing. I placed spectators throughout the stands as they were at the games I observed. On their shirts I labeled which motivational category they fell under. My motivation for being there was educational and my favorite color is blue. Can you find me in the stands?