@article {631,
	title = {Learning the Trade: A Social Apprenticeship Model for Gaining Writing Expertise},
	journal = {Written Communication},
	volume = {17},
	year = {2000},
	note = {+ pdf},
	month = {2000},
	pages = {185{\textendash}223},
	abstract = {Taking a social constructionist point of view and drawing on the work in cognitive psychologyon situated cognition and expert performances, this study reports on a segment
of an ethnography of writing in a workplace setting that reveals the interconnections of
discourse community goals, writers{\textquoteright} roles, and the socialization process for writers new
to a given discourse community. Specifically, the data reveal 15 different writing roles
assumed by members of the discourse community that depict a continuum from novice to
expert writing behaviors. Writing roles were defined in relation to both the importance to
community goals of the text to be written and to the amount of context-specific writing
knowledge required to accomplish the task. The study applies the notion of legitimate
peripheral participation in a discourse community and creates a framework for conceptualizing
a social apprenticeship in writing either in school or nonschool settings.
},
	keywords = {discourse community, genre, genre system, hierarchy, role, social apprenticeship, socialization, writing},
	author = {Beaufort, Anne}
}
@article {637,
	title = {Rethinking Genre from a Sociocognitive Perspective},
	journal = {Written Communication},
	volume = {10},
	year = {1993},
	note = {+ pdf},
	month = {1993},
	pages = {475{\textendash}509},
	abstract = {This article argues for an activity-based theory of genre knowledge. Drawing on empirical findings from case study research emphasizing "insider knowledge" and on structuration theory, activity theory, and rhetorical studies, the authors propose five general principles for genre theory: (a) Genres are dynamic forms that mediate between the unique features of individual contexts and the features that recur across contexts; (b) genre knowledge is embedded in communicative activities of daily and professional life and is thus a form of "situated cognition"; (c) genre knowledge embraces both form and content, including a sense of rhetorical appropriateness; (d) the use of genres simultaneously constitutes and reproduces social structures; and (e) genre conventions signal a discourse community{\textquoteright}s norms, epistemology, ideology, and social ontology.},
	keywords = {activity theory, discourse community, situated cognition, structuration theory},
	author = {Berkenkotter, Carol and Huckin, Thomas N.}
}
@article {813,
	title = {Constructing Genre: A Threefold Typology},
	journal = {Technical Communication Quarterly},
	volume = {14},
	year = {2005},
	note = {+ j},
	month = {2005},
	pages = {375{\textendash}409},
	keywords = {audience, discipline, discourse community, genre},
	author = {Kain, Donna}
}
@article {859,
	title = {Analysis of an Academic Genre},
	journal = {Discourse Studies},
	volume = {4},
	year = {2002},
	note = {+ pdf},
	month = {2002},
	pages = {319{\textendash}342},
	abstract = {This article begins with some reflections on the notion of genre asused in discourse analysis and aims to make a distinction between two types of
genre {\textendash} conversational genres and instituted genres. Varying levels can be
distinguished in the range of instituted genres: from genres deprived of any
authorship to genres in which a single author partly defines the frame of the
communicative event. However, this article deals mainly with a genre-based
analysis of an instituted genre, a report on the thesis defence meeting
(soutenance de th{\`e}se), as practised in French academic institutions. This
genre is interesting for discourse analysts, not only because it is closely
linked to scientific research communities, but also because it implies an
original configuration of authorship and triggers indirect interpretation
strategies.
},
	keywords = {authorship, discourse, discourse community, genre, instituted genre, interpretation},
	author = {Maingueneau, Dominique}
}
@book {972,
	title = {Genre Analysis: English in Academic and Research Settings},
	series = {Cambridge Applied Linguistics Series},
	year = {1990},
	note = {+},
	month = {1990},
	publisher = {Cambridge University Press},
	organization = {Cambridge University Press},
	address = {Cambridge},
	keywords = {discourse community, ESP, genre, linguistics},
	author = {Swales, John M.},
	editor = {Long, Michael H. and Richards, Jack C.}
}
@conference {986,
	title = {Does Genre Define the Shape of Information? The Role of Form and Function in User Interaction with Digital Documents},
	booktitle = {62nd ASIS Annual Meeting: Knowledge Creation, Organization, and Use},
	year = {1999},
	note = {+ pdf},
	month = {1999},
	pages = {693{\textendash}704},
	publisher = {American Society for Information Science},
	organization = {American Society for Information Science},
	address = {Washington, DC},
	keywords = {digital document, discourse community, form, genre, shape},
	author = {Toms, Elaine G. and Campbell, D. Grant and Blades, Ruth}
}
