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.