In this chapter excerpt, author Barbara King-Shaver details ways to conduct both single-genre and multiple-genre studies in the classroom. Using classroom examples culled from several ninth-grade classes at South Brunswick High School, King-Shaver provides and shows teachers how to generate inquiry-based questions around genre and literary conventions. She then points to the corresponding student responses, included as part of this chapter, to demonstrate the success of this explicit teaching strategy for single and multiple genre studies. She addresses the impact of such a genre study on all student readers, including reluctant readers and honors students, and examines the benefits of intertextual studies in reading comprehension. (author/bebrown)