Genre 131
within the community of architecture students, a format students learn from their peers when entering the community (2002: 136). The critical question is then whether the recognisability of a genre as a form of action overrides the need for typification on the level of texts.
The above review suggests that there is increasing agreement in contemporary genre research that genres are not simply formal classes and that theoretical models must take account of issues like hybridity and genre change. It is notable, in particular, that representatives of the Sydney School, which has tended to take a taxonomic approach to mapping genres, also provide tools for the analysis of mixed texts. However, Medway’s questions regarding what determines genrehood also indicate that important differences remain, especially regarding the status of textual regularities as a marker of genre identity.10
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