Abstract: The term "genre" now has a central place in educational linguistics in research and in pedagogy.It is used as a metalinguistic term to describe what we do, say and write as researchers, teachers and students;it is an organising principle for curricula and programs of instruction;it functions in analyses of disciplinary differences, and more.It is indeed a popular term.Yet, as Yunick suggests, "with this popularization comes the need for continued research, critical and ethical evaluation, and continued dialogue with theory." In this paper we take up an aspect of the challenge proposed by Yunick with a critical evaluation of what genre means within two different theoretical orientations to discourse.The paper essentially explores the question of whether it matters that the term genre means something different when used in the context of one theory or another.The study points to differences in what we identify as a genre and to its explanatory potential in research and in teaching.