Day 1, Tuesday, June 26th Keynote Session 1 Texts and Commentaries: Toward a Reception Study of “Genre in Three Traditions” (Hyon, 1996) John M. Swales, University of Michigan, USA Kermode (1985) claims that texts only remain extant when they are discussed by others. So, it is that the ideas, wordings and arguments of the originals are reperformed (Frow, 2004, Cherry, n.d.) by the commentaries of those who arrive later in the Burkean parlor. Such reperformances may, of course, vary in length from extensive exegesis to short parenthetical nods of acknowledgment; they may variously involve quotation, paraphrase, summary, cognitive adaptation and deliberate or inadvertent misinterpretation. They may aim at neutrality, praise or criticism. Moreover, these recreations are as old as the hills, or at least as old as Seneca’s “What anyone has said well is mine.” In the contrastingly short modern history of the study of non‐literary genres, commentaries suggest that Sunny Hyon’s 1996 article in TESOL Quarterly, entitled “Genre in three traditions: Implications for ESL” has attracted a fairly strong citational uptake (292 hits in Google Scholar as of 1/3/2012). As representatives from all three putative traditions have gathered in Ottawa for this conference, it seems worth examining how this paper has intertextually played out over the last fifteen years of so. Does it follow from its subtitle and place of publication that it is the ESP tradition that has adopted it? So who has cited it and for which ostensive reasons? Would a reception study of the Hyon paper in Google Scholar, The Web of Science and Scopus produce the kinds of surprises that Swales & Leeder (2012) found? And what might such a study tell us about the status of the “three traditions” today? For example, is this tripartite division inclusive or exclusive? D1 1.01 Special Session 1 Organizing and Instantiating Prior Knowledge Teaching Reading through a Genre Lens Ann M. Johns, San Diego State University, USA Drawing principally from work in Rhetorical Genre Studies, notably Bawashi, Jones, and Reiff (in press) and Devitt (1993), this presenter will describe her collaboration with teachers of linguistically‐diverse secondary students as they consider not only form and conventions of a text before and during a classroom reading, but also the "rhetorical purpose(s}... and every component of the text (e.g., "the material conditions") that contributes to the fulfillment of that purpose" within a specific context (Clark, 2005, p. 1). Using current, familiar texts from a named genre (see Swales, 1990) to build prior knowledge , teachers and students design a grid for the approach's central feature, a "Range of Expectations,' or ("The Genre Uptake Profile"), which becomes the instantiation template as students prepare to read a challenging required text from the same genre. Bending Genres (or, When is a Deviation an Innovation)? Christine Tardy, DePaul University, Chicago, USA Scholarship on genre learning has tended to focus how writers learn to conform to preferred genre conventions, but little research has specifically examined departures from such privileged norms. Drawing on ethnographic and text‐based research, this paper explores the ways in which students in an upper‐level environmental science research‐writing course both meet and depart from genre conventions when writing a research proposal. The paper specifically aims to address the questions of how norms are addressed in a disciplinary writing classroom, how students strive to meet or break from the norms they learn, and how their departures from convention (intentional or not) are viewed by a field expert. The paper will end by considering implications for genre theory and pedagogy. D1 1.02 RGS, CHAT, & Pedagogy CHATing about Literature Pedagogy and Analytical Activity Meghann Meeusen, Illinois State University, USA Although a genre studies and cultural‐historic activity theory approach to composition pedagogy continues to have growing uptake with instructors of first year writing courses, transferring this methodology to the teaching of literature can produce unique challenges. It has long been the position of critics theorizing literature pedagogy that practicing analysis through writing correlates to increased ability to “think critically” about literary texts. Yet, as genre and CHAT research has shown, assuming a one‐to‐one relationship between “analytical writing” and the activity of analysis is problematic, not only failing to consistently yield productive results, but also distracting from a more meaningful consideration of analysis as intellectual activity. Although contemporary literature pedagogy scholarship reflects the desire for a change in approach, scholars demonstrate difficulty articulating exactly what such a shift should constitute. My presentation posits CHAT as a possible solution that addresses these failings, wherein literature professors would ask students to not only engage in analysis, but theorize it as a literate activity. Building from David R. Russell and Arturo Yañez’s work with Engeström's activity theory and Bazerman’s genre systems theory, my presentation addresses the question of how students might become better analytical writers while also coming to more clearly understand the role of analysis in literary studies and its applications to their daily lives. My presentation describes pedagogical research related to the teaching of children’s literature courses from a CHAT perspective. The course design encourages students to articulate their understanding of the complexity of analytical activity by problematizing genres such as class discussion, reading responses, examinations, reviews and critical discourse. My discussion will include an overview of course materials, results from the class study, and a reflection on the implications of the study for future research and teaching. Genre and Cognition in an MBA Program Nigel A. Caplan, University of Delaware, USA Although genre theory has downplayed a role for cognition (Miller, 1984) and cognitive psychologists acknowledge only a minor influence of situation on the writing process (Hayes & Flower, 1980), some reconciliation is in the air: cognitivist Hayes (2006) recognizes activity theory as a “convenient framework for research programs” (p. 39), while New Rhetorician Devitt (2004) redefines genre as “a nexus between an individual’s actions and a socially defined context” (p. 31). This poster examines this nexus by presenting the genre systems encountered by ESL students in an MBA program through both cognition and context. The MBA is an interesting milieu to study genres since it is a professionally‐oriented program that may sit uneasily with its academic context (e.g. promoting teamwork but assessing individuals). Studying ESL students also exposes linguistic, cultural, and cognitive expectations which form part of the genres and MBA curriculum. Previous research on the MBA includes ethnographies of individual courses (Northcott, 2001) or analyses of writing assignments (Zhu, 2004), but has not fully explored the cognitive and social skills used by individuals to negotiate genres in the entire activity system. This poster results from a needs analysis of the oral and written genres of one MBA program as part of the redesign of an ESL pre‐MBA course. The study asks: What are the teaching/learning activities of this MBA degree? What language, genre, and cognitive skills does it demand? Are there conflicts within and between the genres, activity systems, or cognitive processes? Data include syllabi and assignments, student and faculty surveys, focus groups, and think‐aloud protocols. Mixing text analysis from SFL (Christie & Derewianka, 2008) with an ESP‐like communicative approach (Swales, 1990) and cognitive experimental protocols (Rijlaarsdam & van den Bergh, 2006) furthers the dialogue within and beyond genre theories in the interests of classroom teaching. How Have Genre‐based Approaches Informed Communications Materials Development in the Outsourced Call Centre Industry? Jane Lockwood, City University of Hong Kong Many call centre businesses that have been outsourced to destinations such as India and the Philippines believe that the problems that their customer services representatives (CSRs) are experiencing when dealing with Western English speaking customers on the phones relate to the mother tongue interference (MTI) and grammatical errors in their spoken English. Over the last 8 years, genre‐based approaches , drawing particularly on the Systemic Functional Linguistic School ,have shown this kind of interaction to be highly complex, and that MTI and grammar errors are not the cause of communication breakdown on the phones. The findings suggest that the way CSRs organize their discourse and their levels of interactional competency ,encompassing completely understanding their customers and being able to make appropriate lexico‐grammatical choices, to be key. This paper will report on a communications training syllabus that was developed for CSRs working in outsourced call centres in destinations such as India and the Philippines, as they prepare for their work as CSRS in the call centres. Specifically, this paper presentation will show how Systemic Functional Linguistics has informed the selection and organization of language learning and teaching content and tasks for this programme providing specific examples of how patterns of lexico‐grammatical and phonological choices (or indeed non choices) can positively or