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Abstract

The study aims to examine the effect of process genre approach on argumentative essay on BS 1st year students in Department of English in Karachi. A quasi-experimental research design was employed in which two groups (control and experimental) were equally formed on the basis of the placement test (Longman). They were given treatment differently. The control group was taught through traditional teaching methods, whereas the experimental group was taught through a process genre approach to writing argumentative essay over an eight-week period. The data collection tools were pre- and post-tests, and the essays of both groups were evaluated through a standardized rubric and scored accordingly. Later, the scores of the essays were examined quantitatively through SPSS Version -25. Results demonstrated that the experimental group revealed significantly greater improvement in overall argumentative essay writing quality compared to the control group. Marked enhancements were observed across all writing domains, including content, organization, grammar, vocabulary, and mechanics. The findings conclusively indicate that Process Genre Approach is a more effective instructional framework for developing argumentative essay writing proficiency. It is recommended to integrate this approach into ESL writing curricula to address existing pedagogical shortcomings.