摘要：The purpose of the categories assessed on their post -argumentative essay. EFL researchers and educatorscould benefit from an experimental study of the development of genre awareness throughmodels with explicit instruction.of the current project was to examine how three instructional treatments ofgenre-based approach to teaching writing affected the extent to which students gained controlover key features of the argumentative writing based on Toulmin's model (2003). The presentstudy shed some light on whether or not genre awareness could be achieved through explicit,implicit or without formal instruction.Though participants were second-year English majorstudents, they had no formal knowledge in the English argumentative essay. The course wasmade available over a six-day period to the experimental and control participants whoattended both instructional and practice sessions and over a four-day period to the self-studygroup who just participated in the practice sessions. Students participated in the followingactivities: modelling, joint construction, and independent construction of texts. The data werecollected from a pre- and post-essays. The obtained data were calculated using ANOVA toidentify whether there were significant differences between the test scores of the three groups.Regarding the comparison of pre- and post-argumentative essays, the results were particularlyencouraging for the experimental group. These students actually made greater gains on most.
