Bazerman outlines the ways texts are classified into genres and discusses the methodologies necessary to understanding these texts when they may fit into multiple or no set genre which provides a way of thinking about the organization of the texts and the way they affect social groups. He gives several terms which can be used to understand this process such as social facts which are the things people believe to be true and speech acts which lead to a person or group taking action based on what has been said. These terms, along with the others he discusses, can be applied to spoken word or written texts. In addition to these, Bazerman defines genre as a category that gives us expectations for a specific text, but notes that not everything fits into a set group. Because of this, he discusses several methods which can be used to understand the text if the genre is unclear. These include asking why you are studying the text, what you hope to answer and examine and the need to select appropriate tools.
Bazerman's focus is on both the categorical nature of texts and their effect on social groups. He even states that the social groups may be formed based on the texts. This suggests that they go hand in hand, much like Williams believes. He ties documents into people's experiences which reflects similar views of Bazerman. Arnold would have also agreed with several of these views such as using culture as a way of education, reflected in Bazerman's classroom example, and his need for organization. Along with these two, Bazerman states that the texts you introduce influence different activities, which is a lot like Greene's idea of furthering the conversation.
I liked the distinction that Bazerman made about texts not always fitting into a specific genre. This is important as we consider texts because if we try to fit something into a specific perspective that it doesn't necessary align with, we will obtain the wrong understanding. Also, Bazerman gives clear examples of how one text can influence several others and how the readers will be called to action. I also liked the distinction that sometimes the readers may not take action and others may take an unexpected one. This are important for writing about culture, because we have to expect that people will interpret our writing in a number of ways and some may misunderstand it. This forces us, as writers, to put further effort into creating a clear perspective, but also to understand that the conversation we add to cannot be predicted.
Bazerman's focus is on both the categorical nature of texts and their effect on social groups. He even states that the social groups may be formed based on the texts. This suggests that they go hand in hand, much like Williams believes. He ties documents into people's experiences which reflects similar views of Bazerman. Arnold would have also agreed with several of these views such as using culture as a way of education, reflected in Bazerman's classroom example, and his need for organization. Along with these two, Bazerman states that the texts you introduce influence different activities, which is a lot like Greene's idea of furthering the conversation.
I liked the distinction that Bazerman made about texts not always fitting into a specific genre. This is important as we consider texts because if we try to fit something into a specific perspective that it doesn't necessary align with, we will obtain the wrong understanding. Also, Bazerman gives clear examples of how one text can influence several others and how the readers will be called to action. I also liked the distinction that sometimes the readers may not take action and others may take an unexpected one. This are important for writing about culture, because we have to expect that people will interpret our writing in a number of ways and some may misunderstand it. This forces us, as writers, to put further effort into creating a clear perspective, but also to understand that the conversation we add to cannot be predicted.
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