Mapping the Moves: Genre Analysis of Saudi EFL Students' Argumentative Essays

Abstract

Argumentative writing poses significant challenges for EFL learners, particularly in contexts with limited exposure to academic English conventions. This study investigates the rhetorical move-step structures in 30 argumentative essays written by Saudi female EFL students, using Hyland’s (1990) genre-based model as the analytical framework. The findings reveal that while students consistently incorporated the three main stages of argumentative writing—Thesis, Argument, and Conclusion—there were notable variations in their use of both obligatory and optional moves. For example, the Information move, although optional in Hyland’s model, appeared in nearly all essays, suggesting its perceived necessity among learners. Conversely, persuasive strategies such as the Gambit move were underutilized. The study also highlights areas of structural weakness, particularly in the conclusion stage, and suggests pedagogical interventions to enhance students’ genre awareness. The results offer practical implications for EFL writing instruction, emphasizing the value of explicit genre-based teaching in improving learners’ academic writing proficiency.