Abstract:
Writing in a Second or a Foreign Language is a complex activity that EFL students often meet when learning English. Similarly, teaching writing is often seen as much complex as learning to write. Thus, teachers are required to find ways to facilitate it. The aim of this current research is to promote writing strategies instruction as a way to improve Algerian students’ English writing performance. Our particular focus in this study is outlining strategies as well as rhetorical strategies on students’ argumentative essay. To achieve this aim, a quasi- experimental method has been selected as a method of investigation. The results of the experiment show that the experimental group recorded a significant statistical progress measured through the T-test. This study implicates that direct strategies instruction is an effective way to help students improve their writing performance
