A Form-Focused Analysis of Modal Verb Use in Process Paragraphs

This study examined how 43 low-intermediate English language students used modal verbs and modal phrases in process paragraphs produced within a genre-based writing cycle incorporating explicit form-focused instruction (FFI). Conducted in a first-year academic writing course at a private Japanese university, the study analyzed texts written within a six-stage cycle (Introduce–Model–Practice–Apply–Revise–Rewrite, IMPAR²) developed by the author. Descriptive frequency counts and qualitative functional analysis were employed. For paired comparison, 27 Draft 1 and Draft 2 texts meeting procedural genre criteria were analyzed. Although total modal tokens increased in Draft 2, normalized density decreased slightly, indicating distribution across longer texts rather than greater concentration. In both drafts, modal use centered on obligation and advice forms such as should, need to, have to, and must (deontic modality). Expressions of ability such as can (dynamic modality) were also common, while probability markers such as may and might (epistemic modality) appeared infrequently. Overall, modal use aligned with the directive nature of process genre writing. The findings contribute to genre-based instruction by demonstrating how focused grammatical attention can support rhetorical development in L2 classrooms.