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? EXERCISE 1.2: Discover Conventions of Everyday Genres Make a list of three or four genres you write on a daily or weekly basis (such as a text message, grocery list, or journal entry). For each genre, answer the following questions: 1. What is it? 2. What conventions do you repeat every time you write this genre? 3. What conventions do you change or ignore? 4. How do you decide to change or ignore certain conventions? EXERCISE 1.4: Identify a Genre's Purpose Pick one of the everyday genres that you encounter often. Answer the following questions: 1. What need does this genre address? What problem does this genre seek to fix? 2. How do you know, based solely on the document you are reading? ? EXERCISE 1.3: Identify the Audience Pick one of the everyday genres that you identified in Exercise 1.2, or pick another genre that you write on a regular basis. Answer the following questions about the audiences for that genre: 1. Who will read this document? Yourself? Others? A large audience, or small? 2. What will the reader do with this document? 3. How will the reader read it? In print? Online? In a book? On a bulletin board? ul Sprint 12:55 AM @ 1 8% a Х HWW-Pages 1-18.pdf Asking Questions CHAPTER The word genre refers to a group of documents that all share similar features. As a college student, you will be expected to write a number of different genres-essays, reviews, letters, presentations, and so on. As an employee of a business, you might encounter a different set of genres, such as proposals, profiles, reports, and more. We can't fit all of these different genres into one book, but we can give you tools: tools to help you learn about genres and tools to help you write them. This chapter will teach you to identify a genre by asking questions. A. What Is a Genre? Read the passage below, published in 1855; it is an excerpt from an autobiographical narrative written by Frederick Douglass, an American author, orator, abolitionist, and escaped slave. EXAMPLE 1: Frederick Douglass, "My Bondage and My Freedom" (excerpt) Once in Baltimore, with hard brick pavements under my feet, which almost raised blisters, by their very heat, for it was in the height of summer; walled in on all sides by towering brick buildings; with troops of hostile boys ready to pounce upon me at ev- ery street corner; with new and strange objects glaring upon me at every step, and with startling sounds reaching my ears from all directions, I for a time thought that, after all, the home plantation was a more desirable place of residence than my home on Alliciana street, in Baltimore. My country eyes and ears were confused and bewil- dered here; but the boys were my chief trouble. They chased me, and called me "East- ern Shore man," till really I almost wished myself back on the Eastern Shore. I had to undergo a sort of moral acclimation, and when that was over, I did much better. My new mistress happily proved to be all she seemed to be, when, with her husband, she met me at the door, with a most beaming, benignant countenance. She was, nat- urally, of an excellent disposition, kind, gentle and cheerful.... I hardly knew how to behave toward "Miss Sopha," as I used to call Mrs. Hugh Auld. I had been treated as a pig on the plantation; I was treated as a child now. I could not even approach her as I had formerly approached Mrs. Thomas Auld. How could I hang down my head, and speak with bated breath, when there was no pride to scorn me, no coldness to repel me, and no hatred to inspire me with fear? I therefore soon learned to regard her as something more akin to a mother than a slaveholding mistress.... 2 A. What Is a Genre? Mrs. Auld was not only a kind-hearted woman, but she was remarkably pious; frequent in her attendance of public worship, much given to reading the bible, and to chanting hymns of praise, when alone. - The frequent hearing of my mistress reading the bible for she often read aloud when her husband was absent soon awak- ened my curiosity in respect to this mystery of reading, and roused in me the desire to learn. Having no fear of my kind mistress before my eyes (she had then given me no reason to fear), I frankly asked her to teach me to read; and, without hesitation, the dear woman began the task, and very soon, by her assistance, I was master of the .ull Sprint 12:55 AM 1 8% 0 HWW-Pages 1-18.pdf 1 something more akin to a mother, than a slaveholding mistress.... N A. What Is a Genre? word Mrs. Auld was not only a kind-hearted woman, but she was remarkably pious; frequent in her attendance of public worship, much given to reading the bible, and to chanting hymns of praise, when alone. The frequent hearing of my mistress reading the bible for she often read aloud when her husband was absent soon awak- ened my curiosity in respect to this mystery of reading, and roused in me the desire to learn. Having no fear of my kind mistress before my eyes (she had then given me no reason to fear), I frankly asked her to teach me to read; and, without hesitation, the dear woman began the task, and very soon, by her assistance, I was master of the alphabet, and could spell words of three or four letters. My mistress seemed almost as proud of my progress, as if I had been her own child; and, supposing that her hus- band would be as well pleased, she made no secret of what she was doing for me. Indeed, she exultingly told him of the aptness of her pupil, of her intention to perse- vere in teaching me, and of the duty which she felt it to teach me, at least to read the bible. Here arose the first cloud over my Baltimore prospects, the precursor of drenching rains and chilling blasts. Master Hugh was amazed at the simplicity of his spouse, and, probably for the first time, he unfolded to her the true philosophy of slavery, and the peculiar rules nec- essary to be observed by masters and mistresses, in the management of their human chattels. Mr. Auld promptly forbade continuance of her instruction; telling her, in the first place, that the thing itself was unlawful; that it was also unsafe, and could only lead to mischief. To use his own words, further, he said, "if you give a nigger an inch, he will take an ell;" "he should know nothing but the will of his master, and learn to obey it;” “if you teach that nigger-speaking of myself–how to read the bi- ble, there will be no keeping him;" “it would forever unfit him for the duties of a slave;" and "as to himself, learning would do him no good, but probably, a great deal of harm-making him disconsolate and unhappy." "If you learn him now to read, he'll want to know how to write; and, this accomplished, he'll be running away with himself." Such was the tenor of Master Hugh's oracular exposition of the true philos- ophy of training a human chattel; and it must be confessed that he very clearly com- prehended the nature and the requirements of the relation of master and slave. His discourse was the first decidedly anti-slavery lecture to which it had been my lot to listen. Mrs. Auld evidently felt the force of his remarks; and, like an obedient wife, began to shape her course in the direction indicated by her husband. The effect of his words, on me, was neither slight nor transitory. His iron sentences- 5 cold and harsh-sunk deep into my heart, and stirred up not only my feelings into a sort of rebellion, but awakened within me a slumbering train of vital thought. It was a new and special revelation, dispelling a painful mystery, against which my youth- ful understanding had struggled, and struggled in vain, to wit: the white man's power to perpetuate the enslavement of the black man. “Very well,” thought I; "knowledge unfits a child to be a slave." I instinctively assented to the proposition; and from that moment I understood the direct pathway from slavery to freedom. This was just what I needed; and I got it at a time, and from a source, whence I least expected it. I was saddened at the thought of losing the assistance of my kind mis- tress; but the information, so instantly derived, to some extent compensated me for the loss I had sustained in this direction. Wise as Mr. Auld was, he evidently under- rated my comprehension, and had little idea of the use to which I was capable of CHAPTER 1 ASKING QUESTIONS
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