Genre Studies around the Globe: Beyond the Three Traditions exemplifies rich and vibrant international scholarship in the area of non-literary genre studies in the early 21st century. Based on the "Genre 2012" conference held in Ottawa, Canada, the volume brings under one cover the three Anglophone traditions (English for Specific Purposes, the Sydney School, Rhetorical Genre Studies) and the approaches to genre studies developed in other national, linguistic, and cultural contexts (Brazilian, Chilean, and European). The volume contributors investigate a variety of genres, ranging from written to spoken to multimodal, and discuss issues, central to the field of genre studies: genre conceptualization in different traditions, its theoretical underpinnings, the goals of genre research, and pedagogical implications of genre studies. This collection is addressed to researchers, teachers, and students of genre who wish to familiarize themselves with current international developments in genre studies. Genre Studies Around the Globe Beyond the Three Traditions By Natasha Artemeva, Aviva Freedman Trafford Publishing Copyright © 2015 Natasha Artemeva and Aviva Freedman All rights reserved. ISBN: 978-1-4907-6631-7 Contents Acknowledgements, xi, Contributors, xiii, Introduction: Everything is Illuminated, or Genre beyond the Three Traditions Natasha Artemeva and Aviva Freedman, xix, Chapter 1: A Text and Its Commentaries: Toward a Reception History of "Genre in Three Traditions" (Hyon, 1996) John M. Swales, 1, Chapter 2: Critical Reflections on Genre Analysis Vijay K. Bhatia, 17, Chapter 3: One of Three Traditions: Genre, Functional Linguistics, and the "Sydney School" J. R. Martin, 31, Chapter 4: A Genre Based Theory of Literate Action Charles Bazerman, 80, Chapter 5: Beyond the Three Traditions in Genre Studies: A Brazilian Perspective Orlando Vian Jr., 95, Chapter 6: A Genre-Based Study Across the Discourses of Undergraduate and Graduate Disciplines: Written Language Use in University Settings Giovanni Parodi, 115, Chapter 7: Genre Change and Evolution Carolyn R. Miller, 154, Chapter 8: Accounting for Genre Performances: Why Uptake Matters Anis Bawarshi, 186, Chapter 9: Form Alone: The Supreme Court of Canada Reading Historical Treaties Janet Giltrow, 207, Chapter 10: Challenges in the New Multimodal Environment of Research Genres: What Future do Articles of the Future Promise Us? Jan Engberg and Daniela Maier, 225, Chapter 11: Genre Profiles as Intermediate Analytical Level for Cultural Genre Analysis Martin Luginbühl, 251, Chapter 12: Genre and Identity in Social Media Natasha Rulyova, 275, Chapter 13: Genre, Knowledge and Pedagogy in the Sydney School David Rose, 299, Chapter 14: Bending Genres, or When is a Deviation an Innovation? Christine M. Tardy, 339, Chapter 15: Students as Genre Scholars: ESL/EFL Classroom Approaches Ann Johns, 364, Chapter 16: Translating Practice into Theory in Genre Studies Amy J. Devitt, 386, Chapter 17: A Genre-Based Approach Underlying Didactic Sequences for the Teaching of Languages Vera Lúcia Lopes Cristovão, 403, Chapter 18: The Traps and Trappings of Genre Theory Anne Freadman, 425, CHAPTER 1 A Text and Its Commentaries: Toward a Reception History of "Genre in Three Traditions" (Hyon, 1996)1 John M. Swales University of Michigan (USA) More than a decade ago, Paul, Charney and Kendall (2001) made a case for giving more attention in rhetorical and discoursal studies of scholarly texts to what happens to those texts after they have appeared. They argue: To move beyond the moment, we need to find ways to gauge the effects of normal scientific texts on readers when they are first published, watch acceptance and rejection over time, and associate those effects reliably with rhetorical strategies in the texts. (2001, p. 374) They claim that only in this way can we establish that writing, as well as methodology or findings, may play some part in its text's subsequent reception, whether that be apparent indifference, noisy controversy, or well-cited approval and adaptation. In consequence, we might imagine that a smooth, well-structured introduction would help garner citations, while another on a similar topic that is disjointed and hard-to-follow would be less successful. In fact, literary scholars had already been pointing out that texts may have both unexpected as well as expected uptakes; for example, Merleau-Ponty (1974) observed that the audiences at which writers aim are not pre-established, but are instead elicited by reactions to their written products. And here is Kermode (1985): Since we have no experience of a venerable text that ensures its own perpetuity, we may reasonably say that the medium in which it survives is commentary. All commentary on such texts varies from one generation to the next because it meets different needs. (p. 36) Of course, certain well-known sayings, proverbs, lines of poetry, and key religiou