Ian Bruce is Lecturer in Applied Linguistics at the University of Waikato, Hamilton, New Zealand.

"The most valuable characteristic of Academic writing and genre is that it provides a rich and detailed discussion on the need for the inclusion of both social and cognitive genres. The author successfully manages to guide readers towards a general as well as comprehensive understanding of the necessity to deploy the dual processing theory of language learning and use. The textual organisation of the book chapters is also successful. Summaries are provided in the introduction section of each chapter to inform readers what to expect and how to form links between chapters. Headings and subheadings assist this scaffolding. Summaries are also provided at the end of chapters to review the chapter and to inform the reader about what is next to come. Moreover, the tables and figures assist the reader to link verbal and non-verbal information in order to make meaning by structuring the knowledge presented." -- Australian Review of Applied Linguistics

• 1. Genre constructs and the teaching of writing; 2. The two main pedagogical approaches to genre: a review; 3. Cognitive discourse categories; 4. Operationalising cognitive genres; 5. Cognitive genres and EAP writing courses; 6. The scope of social genre knowledge; 7. Teaching a higher level research genre.

Ian Bruce is Lecturer in Applied Linguistics at the University of Waikato, Hamilton, New Zealand.

"The most valuable characteristic of Academic writing and genre is that it provides a rich and detailed discussion on the need for the inclusion of both social and cognitive genres. The author successfully manages to guide readers towards a general as well as comprehensive understanding of the necessity to deploy the dual processing theory of language learning and use. The textual organisation of the book chapters is also successful. Summaries are provided in the introduction section of each chapter to inform readers what to expect and how to form links between chapters. Headings and subheadings assist this scaffolding. Summaries are also provided at the end of chapters to review the chapter and to inform the reader about what is next to come. Moreover, the tables and figures assist the reader to link verbal and non-verbal information in order to make meaning by structuring the knowledge presented." -- Australian Review of Applied Linguistics

• 1. Genre constructs and the teaching of writing; 2. The two main pedagogical approaches to genre: a review; 3. Cognitive discourse categories; 4. Operationalising cognitive genres; 5. Cognitive genres and EAP writing courses; 6. The scope of social genre knowledge; 7. Teaching a higher level research genre.