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Abstract
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Writing can be challenging. Being aware of the fact that writing is socially situated (Badger & White, 2000), and the use of metadiscourse promotes writer-reader interaction can assist novice writers and even teachers to enhance their writing performance by applying genre-based pedagogies. This way they may increase students’ motivation and desire to write more effectively. Given the importance that negotiation is a matter of influencing the readers (Hyland & Tse, 2004), this study will attempt to tap into notions of metadiscourse, genre-based instruction, and writing motivation in order to broaden teachers’ and learners’ insights, strengthen their confidence, and enable them to build up an effective writer-reader interaction through the texts they produce.
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