@article {977,
	title = {A Genre System View of the Funding of Academic Research},
	journal = {Written Communication},
	volume = {20},
	year = {2003},
	note = {Paltridge research intro},
	month = {2003},
	pages = {7{\textendash}36},
	keywords = {academic writing, genre},
	author = {Tardy, Christine M.}
}
@book {978,
	title = {Building Genre Knowledge},
	series = {Second Language Writing},
	year = {2009},
	month = {2009},
	publisher = {Parlor Press},
	organization = {Parlor Press},
	address = {West Lafayette, IN},
	keywords = {graduate student, longitudinal case study},
	author = {Tardy, Christine M.},
	editor = {Matsude, Paul Kei}
}
@inbook {979,
	title = {Form, Text Organization, Genre, Coherence, and Cohesion},
	booktitle = {Handbook of Research on Writing: History, Society, School, Individual, Text},
	year = {2008},
	note = {+ b},
	month = {2008},
	pages = {565{\textendash}581},
	publisher = {Lawrence Erlbaum Associates},
	organization = {Lawrence Erlbaum Associates},
	address = {New York},
	keywords = {genre, linguistics},
	author = {Tardy, Christine M. and Swales, John M.},
	editor = {Bazerman, Charles}
}
@article {1061,
	title = {Researching First and Second Language Genre Learning: A Comparative Review and a Look Ahead},
	journal = {Journal of Second Language Writing},
	volume = {15},
	year = {2006},
	pages = {79{\textendash}101},
	abstract = {<p>With genre now viewed as a fundamental element of writing, both second language writing and mainstream composition studies have seen an increased focus on the question of how writers learn genres. The purpose of this paper is to review key findings from 60 empirical studies that have investigated this question. To this point, research has typically studied genre learning as it occurs either through professional or disciplinary practice or through classroom instruction; almost no studies have looked at the same writers as they traverse these multiple domains. I therefore categorize studies as taking place in either {\textquoteleft}{\textquoteleft}practice-based{\textquoteright}{\textquoteright} or {\textquoteleft}{\textquoteleft}instructional{\textquoteright}{\textquoteright} settings and identify trends in the research findings from each setting. After examining one study which takes place in multiple settings, I tease out some of the commonalities and distinctions between learning in practice-based and instructional contexts and between first language and second language genre learning. On the basis of this comparative review of research, I suggest future directions for the interdisciplinary study of genre learning.</p>
},
	keywords = {genre acquisition, learning, second language writing, teaching},
	author = {Tardy, Christine M.}
}
@book {1416,
	title = {Beyond Convention: Genre Innovation in Academic Writing},
	series = {English Language Teaching},
	year = {2016},
	publisher = {University of Michigan Press},
	organization = {University of Michigan Press},
	address = {Ann Arbor, MI},
	abstract = {<p>"This book attempts to engage directly with the complexities and tensions in genre from both theoretical and pedagogical perspectives. While struggling with questions of why, when, and how different writers can manipulate conventions, Tardy became interested in related research into voice and identity in academic writing and then began to consider the ways that genre can be a valuable tool that allows writing students and teachers to explore expected conventions and transformative innovations. For Tardy, genres aren{\textquoteright}t {\textquotedblleft}fixed,{\textquotedblright} and she argues also that neither genre constraints nor innovations are objective{\textemdash}that they can be accepted or rejected depending on the context." - See more at: http://www.press.umich.edu/5173647/beyond_convention$\#$sthash.dEFIj3AT.dpuf</p>
},
	keywords = {genre innovation},
	isbn = {978-0-472-03647-9},
	url = {http://www.press.umich.edu/5173647/beyond_convention },
	author = {Tardy, Christine M.}
}
