During the past 30 years, genre conceptualized as social action has been a generative framework for scholars, teachers, and rhetors alike. As a mid-level, mediating concept, genre balances stability and innovation, connecting theory and practice, agency and structure, form and substance. Genre is multimodal, providing an analytical and explanatory framework across semiotic modes and media and thus across communication technologies; multidisciplinary, of interest across traditions of rhetoric, as well as many other disciplines; multidimensional, incorporating many perspectives on situated, mediated, motivated communicative interaction; and multimethodological, yielding to multiple empirical and interpretive approaches. Because genre both shapes and is shaped by its communities, it provides insight into both ideological conformity and resistance, lends itself to multiple pedagogical agendas, and provokes questions about media, materiality, ethics, circulation, affect, and comparison.

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Claims scholars in English, as a field of study, share a common object of study, specifically the study of discourse. Compares and attempts to integrate the scholarship on one part of discourse--genre--from two subdisciplines of English, literary and composition study.

This the published version, also found here: http://www.ncte.org/library/NCTEFiles/Resources/Journals/CCC/1996/0474-dec1996/CCC0474Review.pdf

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