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Although a great majority of the L2 writing literature focuses on teaching Englishlanguage writing, scholars have begun to explore the teaching of writing in other second and foreign languages (FLs), including French, Spanish, German, Arabic, Japanese, and Chinese. However, to our knowledge, no work exists exploring the exigencies of teaching Turkish or Turkish-language writing in North America. This article focuses on Turkish-language instruction, especially Turkish-language writing instruction, in one US university. It describes learner characteristics, including needs and expectations, and curricular decisions, including the implementation and outcome of a genre-based approach for writing instruction. The impetus for this work is threefold: Firstly, the article attempts to address the dearth of literature on non-English FL writing, an underexamined area of L2 writing; secondly, it focuses on FL writing in a less-commonlytaught language, which is a particularly neglected area of the L2 writing literature; and finally, it focuses on instructional practices in L2 writing, an area also deserving further attention.

The present article reports a comparative study of interactional metadiscourse markers in English and Persian research articles. Drawing on Hyland’s (2005) interpersonal model of metadiscourse, this study investigates the employment of “hedges”, “boosters”, and “attitude markers” in a corpus composed of the post-method sections of 100 research articles (50 English and 50 Persian) in the field of architecture. Overall, it was found that there are statistically significant differences between the frequencies of hedges, boosters, and attitude markers used in English and Persian sub-corpora. Yet, the linguistic and functional analyses unveiled some basic similarities between the two languages in their epistemic metadiscourse strategies. The findings provide deep insights into the rhetorical conventions and norms in architectural articles and offer a broader perspective towards discoursing patterns and persuasion strategies of English and Iranian academic writers in this field.

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