Chapter+13

and picking out the 2-3 "touchstone texts" (238)? Would you expect examples from a literature textbook to satisfy these requirements? Why?
== When doing a genre study unit, teachers must make sure that the texts are similar and different enough that students will be able to compare and contrast. There should be different points of view in each text so that students can see that despite who the author is, the key characteristics of the genre are usually the same. I don't feel that a textbook should be the main source of reading material because it doesn't give enough perspective. One way that the textbook could be helpful is if it is used as a starting example and then students bring in their own examples of the genre. This would allow them to take ownership of their learning. ==

== In choosing examples of that style teachers should provide students with multiple examples and not just one. Also have examples that leave the question open of "What makes this a poem" and "What doesn't make this a poem?" I think teachers decision on picking out the touchstone texts should be open-minded decisions. Even examples that students bring in would be appropriate to work with in identifying the different elements of the genre and those examples would not necessarily have to be award winning - but sufficient enough to work with. ==

== When teachers are designing a genre study, they first should take into account their students'life experiences and interests. Secondly, teachers should pick texts supporting texts that the students find engaging, even they are considered to be mediocre by other professionals in the field. ==