Using a mixed-methods, multi-institutional design of general education writing courses at four institutions, this study examined genre as a key factor for understanding and promoting writing development. It thus aims to provide empirical validation of decades of theoretical work on and qualitative studies of genre and the nature of genre knowledge. While showing that both simplistic and nuanced genre knowledge promote writing development, our findings suggest that nuanced genre knowledge correlates with writing development over the course of a semester. Based on these findings, we propose an expanded view of Tardy’s four genre knowledge components and argue for their explanatory power. We recognize these genre components can be cultivated by using three particular strategies: writing for nonclassroom audiences, using source texts explicitly to join existing disciplinary conversations, and cultivating two types of metacognitive awareness (awareness of the writing strategies used to complete specific tasks and awareness of one’s levels of proficiency in particular types of writing knowledge). Findings can be used to enrich first-year or upper-division writing curricula in the areas of genre knowledge, audience awareness, and source use.

中文翻译：

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体裁知识与写作发展：写作转移项目的成果

本研究使用混合方法，多机构设计的四个机构的通识教育写作课程，将体裁作为理解和促进写作发展的关键因素。因此，它旨在提供对数十年来关于体裁和体裁知识的性质的理论研究和定性研究的经验验证。虽然表明简单和细微的体裁知识都可以促进写作发展，但我们的发现表明，细微的体裁知识与一个学期的写作发展相关。基于这些发现，我们提出了Tardy的四个流派知识组成部分的扩展视图，并争辩了它们的解释力。我们认识到，可以通过以下三种特殊策略来培养这些类型的组成部分：为非课堂观众写作，明确地使用源文本参加现有的纪律对话，并培养两种类型的元认知意识（对用于完成特定任务的写作策略的意识以及对特定类型的写作知识的熟练程度的意识）。调查结果可用于丰富流派知识，受众意识和来源使用领域的一年级或更高年级的写作课程。