Victoria Sayad Deghatkar - Department of Foreign Languages, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran

The study reported in this paper investigated the effects of training Iranian EFL students to apply model-product writing approach and strategies in writing argumentative essays. Specifically, the study aimed to assess the effectiveness of a model-product oriented writing instruction in helping students to develop the strategies that will help them to write better argumentative essays. Fifty four students from intermediate level from two classes in Iranian Academic center of Education, Culture, and research (ACECR) -Guilan Branch were selected for the study. The subjects were preparing themselves for the TOEFL exam. They were assigned to two treatment groups, first an experimental group that received model-product writing instruction, and second a control group that received product centered writing instruction. Each group was given ten forty minute sessions of treatment time. The subjects were tested before treatment, and immediately after the treatment. Analyses of the subjects’ essay scores revealed that the students who received model-product oriented writing instruction were able to communicate their ideas in writing more effectively to the reader and developed more relevant ideas to support the purpose of their writing task, compared to the students who received product centered instruction.

Argumentative writing, Model-product approach, Product approach