‘Keep out of reach of children!’ Introducing the Corpus of Product Information (CoPI) and its potential for corpus-based genre teaching Karin Puga 1 and Sandra Götz 1 Abstract In this paper, we introduce the language-pedagogic potential of the Corpus of Product Information (CoPI). The corpus is XML-annotated and contains about 100,000 words of product descriptions of health products, cleaning supplies and products for beauty and personal care, divided into three textual moves: (1) overview, (2) directions and (3) warnings. First, we describe the data collection, corpus design and annotation scheme of the corpus, and then we present the findings of an analysis of CoPI’s most frequent words, clusters and its type–token ratio. Finally, we show its potential for language-pedagogic purposes and suggest how the CoPI analyses can be used for paper- and computer-based DDL activities that foster corpus-based genre teaching in the advanced EFL classroom. We conclude this paper by summarising the outcomes of a first case study we conducted to test these activities with advanced learners of English. Keywords: corpus-based teaching, Corpus of Product Information, data- driven learning, DYO-Corpus, genre analysis, genre-based teaching. 1. Introduction Corpus-based investigations have clearly demonstrated that language varies immensely in different genres, modes or varieties (e.g., Biber, 1988; and Biber et al., 1999). Generally, in linguistics, genre is defined as a recognisable cultural and interpersonal event making use of language that fulfils a number of communicative purposes (see Bhatia, 1993; and Swales, 1990). In the context of this study, the term ‘register’ is defined as all linguistic patterns 1 Department of English – English Linguistics, Justus Liebig University, Otto-Behaghel-Str. 10 B, 35394 Giessen, Germany. Correspondence to: Karin Puga, e-mail: Karin.Puga@anglistik.uni-giessen.de Corpora 2017 Vol. 12 (3): 393–423 DOI: 10.3366/cor.2017.0126 © Edinburgh University Press www.euppublishing.com/cor