"This book is a valuable addition to understanding genre theory and applications in the classroom. It is a practitioner's book with the strength of experience and practicality forming the chapters. Most literacy teachers will find something of value in the book as will new teachers seeking to connect theory with practice. It is an admirably practical book connecting theory and practice."—TESL-EJ"...not only ESL composition teachers but just about anyone involved in literacy instruction--will find a book of truly international scope, with a diversity of perspectives offering plenty of food for thought."—TESOL QUARTERLY"John's volume is a major contribution to the literature for those already involved in the teaching or researching of academic literacy."—English Language Teaching Journal"...this is definitely a volume that any SLA scholar interested in tense and aspect will want-indeed needs-to own. It would also be appropriate as a text for a graduate seminar on the acquisition of temporal morphology, as an introduction to a variety of issues and methodologies, and as a rich source of research for future studies. One additional strength of the volume as a whole is that every chapter contains a thorough review of the relevant literature. The reference list for the entire book is 43 pages long. This broad coverage suggests that the book would be an ideal starting place for dissertation-or thesis-level research."—Studies in Second Language Acquisition"A most welcome volume....Represents a variety of empirical and theoretical traditions...and fills a number of gaps in the current genre literature. Also appealing are the panoramic, international perspectives provided by the chapter authors....Genre in the Classroom bridges several chasms in the broader field. In particular, it establishes meaningful links across national and disciplinary boundaries. In its attempts to inform practitioners and researchers, it will also connect those who theorize but do not teach with those whose work occurs mainly in the classroom....This volume will attract the attention of a wide audience."—John HedgcockMonterey Institute of International Studies

• Contents: A.M. Johns, Preface. Introduction. Part I:The Sydney School.M. Macken-Horarik, "Something to Shoot For": A Systemic Functional Approach to Teaching Genre in Secondary School Science. S. Feez, Heritage and Innovation in Second Language Education. Part II:Related Approaches.B. Paltridge, Genre, Text Type, and the English for Academic Purposes (EAP) Classroom. J. Flowerdew, Genre in the Classroom: A Linguistic Approach. Part III:English for Specific Purposes.J.M. Swales, S. Lindemann, Teaching the Literature Review to International Graduate Students. S. Hyon, Genre and ESL Reading: A Classroom Study. Part IV:Bridging Text and Context.T.T.T. Pang, Textual Analysis and Contextual Awareness Building: A Comparison of Two Approaches to Teaching Genre. B. Samraj, Texts and Contextual Layers: Academic Writing in Content Courses. Part V:The New Rhetoric.C. Adam, N. Artemeva, Writing Instruction in English for Academic Purposes (EAP) Classes: Introducing Second Language Learners to the Academic Community. R.M. Coe, The New Rhetoric of Genre: Writing Political Briefs. Part VI:Pedagogical Quandaries.V. Guleff, Approaching Genre: Prewriting as Apprenticeship to Communities of Practice. T. Dudley-Evans, The Teaching of the Academic Essay: Is a Genre Approach Possible? A.M. Johns, Destabilizing and Enriching Novice Students' Genre Theories. Part VII:Conclusion and Responses.W. Grabe, Narrative and Expository Macro-Genres. J.R. Martin, A Universe of Meaning--How Many Practices? V.J. Bhatia, Applied Genre Analysis: Analytical Advances and Pedagogical Procedures. C. Berkenkotter, Response(s) to William Grabe's "Narrative and Expository Macro-Genres."

"This book is a valuable addition to understanding genre theory and applications in the classroom. It is a practitioner's book with the strength of experience and practicality forming the chapters. Most literacy teachers will find something of value in the book as will new teachers seeking to connect theory with practice. It is an admirably practical book connecting theory and practice."—TESL-EJ"...not only ESL composition teachers but just about anyone involved in literacy instruction--will find a book of truly international scope, with a diversity of perspectives offering plenty of food for thought."—TESOL QUARTERLY"John's volume is a major contribution to the literature for those already involved in the teaching or researching of academic literacy."—English Language Teaching Journal"...this is definitely a volume that any SLA scholar interested in tense and aspect will want-indeed needs-to own. It would also be appropriate as a text for a graduate seminar on the acquisition of temporal morphology, as an introduction to a variety of issues and methodologies, and as a rich source of research for future studies. One additional strength of the volume as a whole is that every chapter contains a thorough review of the relevant literature. The reference list for the entire book is 43 pages long. This broad coverage suggests that the book would be an ideal starting place for dissertation-or thesis-level research."—Studies in Second Language Acquisition"A most welcome volume....Represents a variety of empirical and theoretical traditions...and fills a number of gaps in the current genre literature. Also appealing are the panoramic, international perspectives provided by the chapter authors....Genre in the Classroom bridges several chasms in the broader field. In particular, it establishes meaningful links across national and disciplinary boundaries. In its attempts to inform practitioners and researchers, it will also connect those who theorize but do not teach with those whose work occurs mainly in the classroom....This volume will attract the attention of a wide audience."—John HedgcockMonterey Institute of International Studies

• Contents: A.M. Johns, Preface. Introduction. Part I:The Sydney School.M. Macken-Horarik, "Something to Shoot For": A Systemic Functional Approach to Teaching Genre in Secondary School Science. S. Feez, Heritage and Innovation in Second Language Education. Part II:Related Approaches.B. Paltridge, Genre, Text Type, and the English for Academic Purposes (EAP) Classroom. J. Flowerdew, Genre in the Classroom: A Linguistic Approach. Part III:English for Specific Purposes.J.M. Swales, S. Lindemann, Teaching the Literature Review to International Graduate Students. S. Hyon, Genre and ESL Reading: A Classroom Study. Part IV:Bridging Text and Context.T.T.T. Pang, Textual Analysis and Contextual Awareness Building: A Comparison of Two Approaches to Teaching Genre. B. Samraj, Texts and Contextual Layers: Academic Writing in Content Courses. Part V:The New Rhetoric.C. Adam, N. Artemeva, Writing Instruction in English for Academic Purposes (EAP) Classes: Introducing Second Language Learners to the Academic Community. R.M. Coe, The New Rhetoric of Genre: Writing Political Briefs. Part VI:Pedagogical Quandaries.V. Guleff, Approaching Genre: Prewriting as Apprenticeship to Communities of Practice. T. Dudley-Evans, The Teaching of the Academic Essay: Is a Genre Approach Possible? A.M. Johns, Destabilizing and Enriching Novice Students' Genre Theories. Part VII:Conclusion and Responses.W. Grabe, Narrative and Expository Macro-Genres. J.R. Martin, A Universe of Meaning--How Many Practices? V.J. Bhatia, Applied Genre Analysis: Analytical Advances and Pedagogical Procedures. C. Berkenkotter, Response(s) to William Grabe's "Narrative and Expository Macro-Genres."

"This book is a valuable addition to understanding genre theory and applications in the classroom. It is a practitioner's book with the strength of experience and practicality forming the chapters. Most literacy teachers will find something of value in the book as will new teachers seeking to connect theory with practice. It is an admirably practical book connecting theory and practice."—TESL-EJ"...not only ESL composition teachers but just about anyone involved in literacy instruction--will find a book of truly international scope, with a diversity of perspectives offering plenty of food for thought."—TESOL QUARTERLY"John's volume is a major contribution to the literature for those already involved in the teaching or researching of academic literacy."—English Language Teaching Journal"...this is definitely a volume that any SLA scholar interested in tense and aspect will want-indeed needs-to own. It would also be appropriate as a text for a graduate seminar on the acquisition of temporal morphology, as an introduction to a variety of issues and methodologies, and as a rich source of research for future studies. One additional strength of the volume as a whole is that every chapter contains a thorough review of the relevant literature. The reference list for the entire book is 43 pages long. This broad coverage suggests that the book would be an ideal starting place for dissertation-or thesis-level research."—Studies in Second Language Acquisition"A most welcome volume....Represents a variety of empirical and theoretical traditions...and fills a number of gaps in the current genre literature. Also appealing are the panoramic, international perspectives provided by the chapter authors....Genre in the Classroom bridges several chasms in the broader field. In particular, it establishes meaningful links across national and disciplinary boundaries. In its attempts to inform practitioners and researchers, it will also connect those who theorize but do not teach with those whose work occurs mainly in the classroom....This volume will attract the attention of a wide audience."—John HedgcockMonterey Institute of International Studies

• Contents: A.M. Johns, Preface. Introduction. Part I:The Sydney School.M. Macken-Horarik, "Something to Shoot For": A Systemic Functional Approach to Teaching Genre in Secondary School Science. S. Feez, Heritage and Innovation in Second Language Education. Part II:Related Approaches.B. Paltridge, Genre, Text Type, and the English for Academic Purposes (EAP) Classroom. J. Flowerdew, Genre in the Classroom: A Linguistic Approach. Part III:English for Specific Purposes.J.M. Swales, S. Lindemann, Teaching the Literature Review to International Graduate Students. S. Hyon, Genre and ESL Reading: A Classroom Study. Part IV:Bridging Text and Context.T.T.T. Pang, Textual Analysis and Contextual Awareness Building: A Comparison of Two Approaches to Teaching Genre. B. Samraj, Texts and Contextual Layers: Academic Writing in Content Courses. Part V:The New Rhetoric.C. Adam, N. Artemeva, Writing Instruction in English for Academic Purposes (EAP) Classes: Introducing Second Language Learners to the Academic Community. R.M. Coe, The New Rhetoric of Genre: Writing Political Briefs. Part VI:Pedagogical Quandaries.V. Guleff, Approaching Genre: Prewriting as Apprenticeship to Communities of Practice. T. Dudley-Evans, The Teaching of the Academic Essay: Is a Genre Approach Possible? A.M. Johns, Destabilizing and Enriching Novice Students' Genre Theories. Part VII:Conclusion and Responses.W. Grabe, Narrative and Expository Macro-Genres. J.R. Martin, A Universe of Meaning--How Many Practices? V.J. Bhatia, Applied Genre Analysis: Analytical Advances and Pedagogical Procedures. C. Berkenkotter, Response(s) to William Grabe's "Narrative and Expository Macro-Genres."