ABSTRACT: Genre, the most social constructivist of literacy concepts, has been theorized and variously applied to pedagogies by three major ‘schools’: the New Rhetoric, English for Speciﬁc Purposes, and Systemic Functional Linguistics. In this paper, I will discuss my long, and ongoing, search for a pedagogy drawn from genre theories for novice academic students. With others, I am trying to ﬁnd or develop an approach that is coherent and accessible to students while still promoting rhetorical ﬂexibility and genre awareness. I will ﬁrst deﬁne and problematize the term genre. Then, I will brieﬂy discuss what each of the three genre ‘schools’ can offer to novice students – as well as their pedagogical shortcomings. Finally, I will suggest two promising approaches to teaching genre awareness: learning communities and ‘macro-genres’.
Genre awareness for the novice academic student: An ongoing quest, Ann M. Johns