Modeling and Non-modeling Genre-based Approach to Writing Argument-led Introduction Paragraphs: A Case of English Students in Iran

Despite the crucial role of introductory sections in argumentative academic writing, the effects of genre-based approaches to writing introductory paragraphs have not been much explored yet. The present study aimed to investigate whether the provision of genre knowledge through modeling and non-modeling could enhance learners’ ability in writing introductory paragraphs of argumentative essays. Adopting an intact group sampling within a quasi-experimental design, 75 graduate and post-graduate students with intermedi-ate level of language proficiency were selected from three universities and randomly divided into three groups: modeling, non-modeling, and a control group. Modeling and non-modeling groups received genre-based treatment while the control group had a non-genre based treatment as placebo. The statistical proce-dures of dependent-samples t-tests, a one-way ANOVA, and correlational analyses significantly confirmed the positive effects of both modeling and non-modeling genre-based instruction on the writing ability of the learners. No significant difference, however, was found between the two genre-based groups.