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Developing an effective argumentative text remains a universal challenge for both native and non-native students of English. It seems that a lack of linguistic and rhetorical skills is among the major problems in effective written communication and producing persuasive texts. In order to mitigate such problems, therefore, employs a genre-based pedagogy to improve the academic writing of EFL students.This book aims to provide a detailed description of the metadiscourse markers of students' individually written texts and traces development of students' academic writing. The metadiscourse analysis phase was carried out on two argumentative genres, exposition and discussion, with two groups of motivated and regular students by adapting Hyland's (2005) model of metadiscourse in SFL genre analysis. Also it was carried out to explore possible impacts of a genre teaching course in the context of EFL students' argumentative writing for making argument within the English argumentative genres. The findings of the analysis suggest positive improvements in terms of using metadiscourse markers after the application of the pedagogy.