Some competent authors argued, weather teaching different genres have advantages or

disadvantages, and if so what. Hammond and Macken-Hendrick (1999) pointed out that teaching
different genres helps students to understand texts and be more successful writers. Christie F. (1993)
and Martin J.R. (1993) acknowledged that disadvantaged students for example from poor
background in particular need to be taught academic genres in order to be successful at school and
university. On the other hand, Luke A. (1996) disagrees with the previously mentioned statements
and shed light on that teaching academic genres for example essay or dissertations can lead students
to produce formulaic writings meaning that they reproduce model texts, which they are taught,
without thinking about therefore not evaluating them critically. Furthermore, Hyon S. (2001)
highlighted that students need to be careful not to overgeneralise about genres, for instance to apply
to what they have learnt about one genre like an essay to another such as a dissertation. Also, there
is a third group of writers who took a stand in the middle talking about advantages and
disadvantages as well. For example, Swales J.M. (2001) is in favour of teaching genres but noted that
students need to be given ways of bringing their own ideas to academic texts. A number of studies by
Kay H. and Dudley-Evans T. (1998) concerning teachers’ view have shown that most said genre
approach provided a useful framework for teaching but discovered that many were concerned that it
was too prescriptive.