ABSTRACT
This chapter describes some of the factors that make genre pedagogies challenging in early undergraduate writing. It draw on an in-progress of writing teachers to identify some of the key obstacles that these teachers faced in teaching with genre. Within second language writing, pedagogical and theoretical discussions of teaching academic writing have recognized the important role of genre. Writing in educational and academic contexts occurs primarily through established genres, and students' chances for successful participation in academic communities depends in part on writing in ways that approximate expected patterns within those genres. Genre pedagogies have garnered attention as valuable in raising learners' awareness of generic patterns of writing and facilitating their own use of such patterns. The chapter explores English for Academic Purposes teachers' perspectives on implementing genre approaches in their academic writing classrooms, identifying key challenges and considering how teacher education might minimize—or at least support teachers in addressing—these challenges.
