Content area educators seeking to integrate genre-based writing instruction into their teaching are faced with the task of negotiating the simultaneously constraining and creative aspects of genres, in relation to their content-area teaching and also in relation to various needs and levels of proficiency among students in diverse classroom settings. To explore how this negotiation plays out in instructional practice, this case study, set in a Swedish grade-eight diverse classroom, documents a genre-based history unit where students were offered a range of genres for writing. This multi-genre design offered students a range of genres and choices for their writing. It was found that the teacher could simultaneously present these various genres as flexible and fixed entities, without this alternation posing a problem for students. When scaffolding students’ writing, the teacher was found to guide students either by offering them correct (limited) choices, or wise (open) choices with the overall purpose of steering students towards history-curriculum assessable texts, while still allowing room for creativity for more able students. These findings have implications for how we can understand and address issues related to genre-based instructional practices.

试图将基于体裁的写作指导融入他们的教学的内容领域教育者面临着与内容领域的教学以及各种需求和熟练程度有关的同时讨论体裁的约束和创造性方面的任务。不同课堂环境中的学生。为了探讨这种协商如何在教学实践中发挥作用，本案例研究位于瑞典八年级的多元化教室中，记录了一个基于体裁的历史单元，向学生提供了一系列的体裁来进行写作。这种多体裁设计为学生提供了多种体裁和写作选择。结果发现，教师可以同时呈现这些各种体裁的灵活和固定实体，没有这种交替对学生构成问题。在搭建学生写作的脚手架时，发现老师通过提供正确的（有限的）选择或明智的（开放的）选择来指导学生，其总体目的是引导学生学习历史课程可评估的文本，同时仍然为他们提供创造空间更能干的学生。这些发现对我们如何理解和解决与基于体裁的教学实践有关的问题产生了影响。