Just as there are differences in the way we use language for speech and for writing, there are also differences in the way we write for different situations; for example, compare the following written texts: Dear Mark, My accountant friend thinks that phone company shares are a good buy at the moment so I think I'll move some money into them Some financial advisors recommend purchasing communication industry shares.
Genre studies is based on the idea that the situations of writing shape the content and presentation of written material see Giltrow et al. Over the next few weeks we will explore different genres of scholarly research on music performance.
Specifically, we will critically engage the way genres of music scholarship portray the activities of music performance.
For now, we are simply looking at how our own writing changes in response to different writing situations. This second writing activity presents a similar opportunity for cultivating self-regulation see previous blog postbut in a very different genre. This time, the goal of the writing was to present me with a short bio to inform me about the experiences and interests that led to choosing a degree in Music.
This provides a an opportunity for students to organize and present their goals and experiences on their own terms.
This low-stakes writing also allows me to get to know my students better.
I am, after all, a 20th century musician teaching 21st century students! Please write a short bio for yourself and hand it in. To inform me about your background and interests.
Hand written, on paper, with name and date at the top of the page. Structure the bio as you would for a professional opportunity. Write about yourself in the third person. Your decision to earn a degree in Music is an important one. As you write your bio, consider how your experiences have led you to that decision.
Musicians write many versions of their bio for different professional situations. Consider how your bio changes for each performance situation.
What aspects of your experience do you put forward? What do you want your audience to know about you? What information might contextualize your performance for those who are there to witness it?
How long should it be? Consider collecting bios from the concert programs you attend this year. Keep them in a scrapbook, or gather them as your corpus for analysis in WRDS Craswell, G. (2 ) Writing for Academic Success; a postgraduate guide.
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