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AI InsightThe findings underscore the potential of explicit, genre-based writing instruction to support learners in meeting academic writing demands in preparatory contexts.
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Abstract
This article presents a genre-oriented writing training implemented in a German as a Foreign Language course in a university preparatory class at the Turkish-German University. Building on the role of genre competence in academic writing, it outlines a didactic approach that foregrounds the process-oriented teaching of argumentative text structures. The training was implemented within a qualitative action research project at the Turkish-German University and was specifically aligned with the requirements of the writing section of the Test of German as a Foreign Language (TestDaF). To illustrate the impact of the intervention, the paper discusses one learner case. To illustrate the impact of the intervention, the paper discusses one learner case on the basis of three writing samples: a diagnostic baseline text produced in the learner’s first language, a post-training text in German based on the same task, and a final text written in German under test-like conditions. The case indicates improvements particularly in overall text organization and the structuring of arguments. The findings underscore the potential of explicit, genre-based writing instruction to support learners in meeting academic writing demands in preparatory contexts.