Based on Swalesand Bhatia's genre analysis theory,and drawing on teaching models by Feezand Han & Hou,this qualitative study ananlyses English academic writing(EAW) classroom teaching for science-major graduates,in order to construct a genre-based instruction model in EAW teaching.This model consists of four steps:"building the context-modeling and deconstructing the text-linking related texts-independent construction".The collected data include students' research articles,students' analysis on their own disciplinary articles,and questionnaires in order to examine the effectiveness of genre-based instruction in EAW classroom.Results show that with improved genre awareness and knowledge,students are able to analyze English research articles according to genre,and to apply to writing their research articles.The present study shows that this teaching model can develop students' EAW competence,thus has pedagogical implications in EAW instruction for science-major graduates.