The Effect of Genre-Specific Strategy Instruction on the Writing Achievement of Fourth-Grade Students

The quality of writing instruction is the primary determinant acquisition. Revising and feedback are crucial aspects process. In this study, genre-specific strategy was used as part revision to develop text structure content different types in fourth grade. study also examined whether effect differed based on genre students' gender. Thirty first final drafts opinion, expository, argumentative texts were analyzed using rubrics for each type genre. results revealed no significant difference between female male achievement any genres, but approach significantly affects total writing. Students' average persuasiveness opinion not developed well when thinking about elements developing content. Writing expository achieved highest scores. Strategy explicit guidance criteria revise draft important strategies raise