The study of discourse genres as social action has steadily displaced more traditional views of genre, proposing the organic and ecological model that any consistent pattern of response to a recurrent rhetorical situation might constitute a genre. Observation of the life cycles of genres as transient social events can occur in a classroom using improvisational, dialogic, and situationally embedded writing strategies, and it is especially powerful where writing is mediated by computer networks, such as in a network-mediated class discussion. Electronic postings differ from paper-based bulletins in that they are public documents and the only requirements are that the message be substantial and thoughtful. Observable changes in student writing from paper to electronic discussion media include: (1) less summarizing; (2) increasing awareness of audience; and (3) more creative message titles. (EF)