This paper presents the author's response to Jon A. Levisohn's article entitled "A Menu of Orientations in the Teaching of Rabbinic Literature." Levisohn has written a wonderful piece developing a list of 10 orientations for the teaching of rabbinic literature. His categories will be invaluable in aiding and encouraging teachers of rabbinics to better articulate both what they choose to teach and why they choose to teach as they do. In the author's response, she addresses the issue of the genres of rabbinic literature and the ways in which attention to genre can help educators in the project of developing more, ". . . nuanced ways of thinking and talking about the teaching of rabbinic literature." In discussing orientations, the author wants to step back for a moment and ask whether educators should so easily accept this large definition of rabbinic literature. She suggests that a powerful pedagogical test for teachers involves taking a narrow definition of rabbinic literature and then challenging themselves to see how many of the varieties of that literature (within the narrower definition) could be taught utilizing a particular orientation or two.