While the explicit teaching of genre conventions (structural and linguistic patterns) is a crucial component in the study and teaching of genre competence, the study and teaching of genre performance also requires us to expand our perspectives to include not just genre conventions but also attention to how and why genres are taken up in the contexts of their use—what genre scholars have called knowledge of “uptake,” including when and why to use a genre, how to select an appropriate genre in relation to another, how to execute uptakes strategically, and when to resist expected uptakes.  Because uptake knowledge is an integral part of genre performance, we must attend to it in order to teach genres effectively and critically, to understand better how people negotiate between antecedent and new genres, to understand more fully how genres produce consequential actions, and to examine possible resistance and change.  This workshop will explore strategies for teaching genre performances.  The workshop will begin with an overview of various explicit genre teaching approaches: their contributions and limitations.  We will then go beyond these approaches to explore strategies for teaching (and researching) genre performances.  We will work in groups to develop methods and activities, and then will share our ideas and discuss their implications.