This essay explores genre pedagogy with a main focus on an analysis of teaching material used in upper secondary school in the B-course in English. The aim of the analysis is to determine if the writing exercises in the books, which are not specifically designed for genre pedagogy, can be used genre pedagogically as they are presented in the books. The result shows that they are not well suited for this; two of the books are poorly designed for genre pedagogy and they do not show any thoughts or links to genre pedagogy while the other two show some links to genre pedagogy. This essay also explores the field of genre pedagogy. This exploration shows that genre pedagogy fans out and is not unitary, and especially not in its definition of genre.