Furthermore, the critique of the emphasis on authoring highlights an important equity issue: although we may all be able to recognize and identify different genres, we may not be able to construct a text to fit the bill without considerable guidance and scaffolding, and access to cultural resources. Thus Christie (1998), Martin Christie, and Rothery (1994) and Schleppegrell (2006, 2007) among others, argue for the explicit teaching of the specific features of academic genres, since those children who are not given the opportunity to develop a confident command of written genres and an awareness of their functions and variation are disadvantaged.