<![CDATA[This study examines the extent to which the Academic Writing Skill (AWS) program improves undergrads’ writing proficiency via a genre-based methodology adapted from John Swales’ CARS (Create A Research Space) model. The program, which rooted itself in Swales’ Genre Analysis, was created to explicitly teach rhetorical patterns typically present in academic texts and specifically those involved with writing successful research article introductions. This research was using a pre-experimental one-group pre-test and post-test design complemented by qualitative analysis. The writing of the students was evaluated before and after an intervention through a rubric focusing on organization, rhetorical structure, coherence, vocabulary and academic style. The results show that students are writing much better since the adoption of AWS. The majority of participants showed notable improvements in the ability to organize ideas according to genre conventions, articulate research gaps, and build academically fitting introductions. Results also indicate that explicit guidance, centred around Swales (1990)’s CARS model, shapes students’ understanding not only of what to write, but why it is written as it is in academic discourse. The findings demonstrate genre-based pedagogy as an effective model and a potential solution for improving academic writing competence in Islamic higher education settings. The AWS program moves Swales’ theoretical framework into the practical classroom, offering an actionable model for fostering students’ scholarly writing performance.]]>
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