About GXB

Genre is a idea that crosses disciplinary, national, methodological, conceptual, and pedagogical borders. The purpose of Genre across Borders (GXB) is to advance genre theory and research by helping scholars and students cross these borders. The site combines two primary functions:

  • As a reference guide to scholarship in the many fields of genre study
  • As a networking portal for scholars and teachers

GXB aims to offer a comprehensive overview of the multiple strands of genre scholarship and their relationships, in order to catalyze intellectual exchange and pedagogical innovation and to help us understand the processes and motivations of genre development, evolution, and circulation.

GXB now features translations of research introductions on our Research page. Contact us to contribute a translation. You may also select an interface display language on your Profile page.

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Sample Bibliography

[797] Hyland, K. (2002).  Genre: Language, Context, and Literacy. Annual Review of Applied Linguistics. 22, 113–135.
[1226] Edwards, M., & McKee H. (2005).  The Teaching and Learning of Web Genres in First-Year Composition. (Herrington, A., & Moran C., Ed.).Genre across the Curriculum. 196-218.

Upcoming Events & CFP's

Thursday March 30, 2017 (All day) to Saturday April 01, 2017 (All day)

1st Metadiscourse Across Genres Conference (MAG 2017). Middle East Technical University, Kalkanli, Northern Cyprus. Keynote speakers: Ken Hyland, Anna Mauranen, Anneline Adel.

Thursday July 27, 2017 (All day) to Saturday July 29, 2017 (All day)

CONSOLE-ING PASSIONS: International Conference on Television, Video, Audio, New Media, and Feminism (July 27-29 2017)

East Carolina University, Greenville, NC

Console-ing Passions was founded in 1989 by a group of feminist media scholars and artists looking to create a space to...

Glossary Sample

A genre accepted by the community of its users for their purposes, despite the presence of recognizable, and possibly archaic, conventions of an older genre. This may be a transition stage to an entirely new genre. (Crowston & Williams, 2000).

User Spotlight

Name: Gabrielle Pullen
Institution: Minnesota State University, Mankato
Department/Program Affiliation: English
Education: Pan-European MFA Fiction Cedar Crest College 2015
Status: Graduate Student pursuing Teaching Certificate in Writing
Biography: Gabrielle Pullen has been teaching three potent strategies for moving beyond trauma and P.T.S.D. since 2000: Feldenkrais®, iRest® Meditation & Insight JournalingTM. Her transition back into the academic setting, has yielded the design of a course called, Resilience Through Literacy: A Writing Intensive, which uses fiction and literature as a medium to facilitate a subtler approach to teaching critical thinking. She is especially interested in the concept of advanced literacy, which she views as the extant skill set of the working author. This combination of writing pedagogy with her background in organic learning theories derived from somatics grounds her teaching philosophy in experiential learning. Her historical novel, The Witches of East Lothian, is forthcoming, about the witch trials during the Scottish Reformation in 1590, a study in the relationship between personal power and the collective, as well as in the strange phenomenon that leads humans to seem to need scapegoats. She received her MFA in Fiction in August 2015 from the Pan-European MFA program at Cedar Crest College, which allowed her to travel to Scotland to research her historical novel. Currently living in Bothell, WA, she is pursuing her Certificate in Teaching Writing at the University of Minnesota, Mankato. Prior to her return to academia, Gabrielle wrote freelance articles for several magazines to promote her work, including Iron Works, The Anvil, and The Horse, as well as working as a volunteer writer and editor for many professional newsletters. You can find years of interviews she conducted for the Feldenkrais Guild newsletter SenseAbility online at www.feldenkrais.com. These articles range in topic from the nature of reality (2009), to, more recently, how to use the Feldenkrais method of somatic education to move beyond grief into the present moment.

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