this study examined the effects of collaborative strategic reading and direct instruction in persuasion on iranian high school students persuasive writing and attitudes. students in three intact classes were assigned to one of three treatment conditions: collaborative strategic reading and direct instruction in persuasion or direct instruction in persuasion or a control group. treatment effects were examined using six measures of persuasive writing: the adapted toulmin scoring criteria (claim, data and backing); coherence and organization; five-paragraph structure; and essay length. in addition, the writer self-perception scale was administered to assess the relationship between students attitudes toward writing at the beginning of the study and at its conclusion. analyses revealed not a significant change, but the results driven from group b proved some changes which could be estimated as a kind of progress in student’s writing level. overall the findings from the present study suggest collaborative strategic reading and direct instruction in persuasion can be a good combination for teaching students to write persuasively. however, more research is needed to determine the effects of direct instruction on persuasion and students attitudes toward writing. limitations of the present study and directions for future research are presented.