The future of genre in L2 writing: Fundamental, but contested, instructional decisions

In this essay, the author explores four fundamental, but contested topics in Genre-based Writing Instruction (GBWI) about which decisions must be made as curricula are developed. Drawing from the three major genre traditions (Hyon, 1996), the author examines the contested topics (naming, awareness/acquisition, pedagogical focus, and ideology) and suggests compromises for L2 practitioners who adopt a genre-based approach.

Research highlights
► Help students explore questions about genre naming and its implications.
► Assist students in building rhetorical flexibility with genres.
► Begin with text structures and then help students view genres as socially mediated.
► Help students critique genres after they have analyzed linguistic and rhetorical elements.