Abstract:

This study investigated the effect of the Process-Genre Model (PGM) on the development of Turkish pre-service teachers' persuasive writing skills. A convergent parallel mixed methods design was used in the study. The participants were 78 pre-service Turkish teachers studying at two different state universities in the 2019-2020 academic year. The quantitative part of the research consisted of a quasi-experimental design, while the interview technique was used in the qualitative part. The experimental group participants received nine weeks of writing practice based on PGM, and the control group participants continued writing practices following the existing program. The quantitative data were collected using the Rating Scale for Persuasive Writing. The semi-structured pre- and post-interview forms were used to collect qualitative data. For the quantitative analyses, comparison tests were performed, while thematic and categorical analyses were used for the qualitative analyses. The quantitative findings illustrated that PGM had a statistically significant effect on developing persuasive writing skills, and the model was more effective than traditional writing practices implemented in the control group. The qualitative results of the research revealed the effects of PGM consisting of four themes: text type, elements of written expression, affective qualities, and writing process. Besides, the current findings showed that PGM practices contributed to developing genre awareness of persuasive writing. Qualitative and quantitative results together indicated that PGM was an effective writing model for developing persuasive writing skills.  

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