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This study aimed to examine the effectiveness of genre writing as a teaching method for enhancing pupil engagement in English writing classes in middle schools in Shenzhen, China. The study also investigates the role of perceived writing skill benefits as a moderator of the relationship between genre writing instruction mode and student engagement. The data was collected from 208 middle school pupils in Shenzhen, China, and PLS-SEM analysis was used to test the hypotheses. The findings indicate that genre writing instruction significantly affects student classroom engagement, which is mediated by the perceived value of writing abilities. The study also found that writing time significantly moderates the relationship between genre writing instruction mode and student engagement. The findings of this study have important implications for teaching English writing in middle schools in Shenzhen, China, and can also be applied to other educational contexts. The research emphasizes the significance of using a genre-based approach to teaching writing in middle schools and the benefits of emphasizing the perceived benefits of writing skills to increase student engagement. In addition, the research highlights the significance of contemplating the amount of time spent on writing activities as a significant factor in enhancing student engagement. This study contributes to the corpus of knowledge on English writing education in middle schools by providing evidence-based recommendations for enhancing student engagement through genre writing as a teaching mode. In addition, the study suggests potential research directions for investigating the efficacy of genre writing as a teaching method in other educational contexts and the factors that may affect student engagement in writing classes.