Readers will not only learn a new approach to pedagogy but may feel it resonates with some of the reasons they joined the teaching profession in the first place. 
JALT Journal, 36.2 (2014)

All in all, Learning to Write, Reading to Learn, is an excellent and exciting book. It demonstrates the authors’ academic interest and extensive knowledge in genre-based pedagogy and is a success in combining synchronic and diacrhonic, qualitative and quantitative research methodologies.
Asia Pacific Journal of Education, 34.3 (2014)

The book is a useful framework for researchers to investigate the relation between language and education, and a powerful tool for education practitioners to reflect on current education practice and improve educational outcomes. It offers students with insights into the essence of knowledge and a short-cut way to improve their learning efficiency. It also offers social workers a penetrating revelation of the source of social injustice and a toolkit for them to promote social justice and scaffold democracy.
Applied Linguistics, Vol 35, No 1, February 2014

A useful platform for further dialogue about and development of SFL-based pedagogy in the worldwide processes of recontextualisation of the pedagogy based on the pioneering work of Halliday, Hasan and Bernstein… and the subsequent development over more than five decades in dialogue with adjacent theories including Bruner, Vygotsky, Bakhtin, and many, many others.
Functions of Language 20:2, 2013

A substantive contribution to the study of genre (based) pedagogy. Their book represents the thirty years’ development of their approach towards ‘genre pedagogy’ and Rose and Martin should be applauded for presenting such cutting-edge research which has clear and immediate relevance for the modern day multi-ethnic classroom.
Linguist List 23.4751, 2012

Provides a rich and profound overview of the groundbreaking work concerning the teaching of writing and reading in Australia often named The Australian Genre Pedagogy. The book is a gold mine for newcomers of this pedagogy as well as those already engaged and informed.
Linguistics and the Human Sciences