In light of the increasing student diversity in U.S. university composition classrooms, there is a strong need for collaboration between L1 and L2 writing specialists. Differences in the lexicons of our two fields, however, as well as the philosophical differences embedded in our word choices, can hinder productive L1-L2 communication. The purpose of our paper is to examine how "genre" can transcend disciplinary "scare words" and promote collaboration between L1 and L2 compositionists. We recognize, however, that genre is a fragile disciplinary bridge, as it has been approached differently in L1 and L2 language teaching. The paper therefore explores where our two fields share common ground in approaching genre, where we can learn from each other, and where we can accept our differences. We do this through analyzing our own experiences collaborating on common curricular guidelines and sharing genre-based teaching materials. (Contains 2 figures.)