This study investigates the challenges faced by non-native English speaking (NNES) agricultural scientists in publishing research articles and explores the effectiveness of genre-specific writing instruction informed by Systemic Functional Linguistics (SFL). The research examines the linguistic features of successful agricultural research articles across three sub-genres (original research, review articles, and short communications) to identify genre-specific conventions. A mixed-methods approach, employing a quasi-experimental design, evaluates the impact of an SFL-informed writing intervention on the quality and effectiveness of research articles written by NNES agricultural scientists. Quantitative data, including pre- and post-instruction writing scores and improvements in specific writing skills, are analyzed alongside qualitative feedback from participants. The findings reveal distinct metafunctional preferences across sub-genres and demonstrate significant improvements in writing quality following the intervention. The study highlights the importance of genre-specific instruction tailored to the needs of NNES researchers in agricultural science and offers practical recommendations for developing effective writing pedagogy.