Blurb:

The aim of this chapter is to consider writing as a facilitator in the context of university study. More specifically, it foregrounds the role writing has in developing learning as opposed to, what is more usually the case, its role in demonstrating learning. It focuses particularly on the use of genre, and, building on my earlier work (English, 2011), it offers an alternative to traditional approaches to genre pedagogy which prioritize genre “forms” and offer exemplary models to be emulated or templates to be filled. Instead, this discussion shows how genre can be used as a dynamic, transformative resource in the development not only of student writing but also student disciplinary learning. In other words, instead of genre being the pedagogical goal, genre becomes a pedagogical resource.