ABSTRACT
The arguments presented here cross a number of disciplinary boundaries and, in some respect, provide converging evidence for two ways of constructing and interpreting text (or two ways of constructing knowledge). After a brief commen-
250 GRABE
tary on a definition of genres (and macro-genres), this paper will offer arguments from cultural psychnlogy, learning theory, educational psychology, discourse comprehension research, literacy development research, and corpus linguistics. This survey will close with consequences for a theory of genres and implications f r instruction.
