Genre serves as a useful lens to investigate the range of evidence derived from automated writing evaluation (AWE). To support construct-relevant systems used for writing instruction and assessment, two investigations were conducted that focused on postsecondary writing requirements and faculty perceptions of student writing proficiency. Survey research is described from a national study and a second site study at American University, a 4-year private university in Washington, DC, to illustrate writing requirements and perceptions of writing proficiency in school and workplace settings. A mixed-methods analysis of faculty focus groups in the site study afforded more detailed discussions that were used to understand student writing support needs. Through the lens of genre, study results illustrated how the role of AWE might be expanded and aligned with instruction in four-year postsecondary institutions.