Abstract
This research attempts to develop a supplementary writing teaching method that is compatible with the Unlock intermediate level students at Birzeit University. To achieve this goal, the study identifies four general writing needs and purposes for such students: understanding purpose and genre; using clause and sentence structure for these purposes and text types; developing a sense of audience and writing coherently. This review includes an overview of genre and the three register dimensions: ideational, interpersonal and textual. Writing instruction is provided through two teaching methodologies: Joint Construction and the Logical Tree which will be discussed thoroughly under the Methodology section. The sample of this study is 54 intermediate level students of Unlock English program; 27 of which were the control group and the other 27 were the experimental group. The overall results showed more use of the measured variables in the experimental group than in the control one.
 Keywords: Systemic functional linguistics, unlock course book, metafunctions, ideational, interpersonal, textual.
Highlights
In the Year 2016–2017, Birzeit University started using the Cambridge Unlock English teaching program to fulfil the English language academic and pedagogical needs of the students
None of the essays compacts previous ideas using prepositional phrases or such preceded by a noun. These findings agree with Gibbons (2002) who pointed out that nominalisation contributes to the logical relationship between clauses, thereby creating an organised logical flow of the text
Lack of such a cohesive device resulted in redundancy represented in repetitions and wordiness which disrupted the flow of the texts of the control group
Summary
In the Year 2016–2017, Birzeit University started using the Cambridge Unlock English teaching program to fulfil the English language academic and pedagogical needs of the students. The program consists of four levels: Remedial, Intermediate I, intermediate II and Advanced. Every level consists of 10 units that should be completed over the course of one academic year. In 2018, the decision was made that only six units of each level are required to advance to the level. This is to sufficiently focus on all the English language skills. This research focuses on the Reading and Writing book of the Intermediate II level (B1), the argumentative writing task in the History unit
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