ABSTRACT
The Bajtinian notion of genre as a situated, dynamic and typified class of texts, widely influential in Latin American writing studies, but a source of frequent confusions, has been developed with a linguistically or contextually-oriented perspective by Languages for Specific Purposes, Systemic-Functional Linguistics, Rhetorical Genre Studies and Socio-Discursive Interactionism. After a critical panorama of these traditions, I offered five features of a genre-based pedagogy for academic writing in higher education: meaningful, articulated, socioconstructivist, critical, and explicit.
Keywords:
genres; teaching writing; literacy; writing practices
