Article’s Review (5)

ACADEMIC LITERACY: The Importance and Impact of Writing Across 

The Curriculum – A Case Study 

Effective writing is a skill that is grounded in the cognitive domain. It involves learning,

comprehension, application and synthesis of new knowledge. This research describes

the writing assignments in several courses, the objectives of these assignments

in enhancing the writing skills of students, the pedagogical approaches used by

the faculty members and a discussion of the results. The participants

were Indiana University School of Informatics,

Indiana University Purdue University Indianapolis (IUPUI) that

students entering the undergraduate programs of Media Arts and Science, Informatics and

 Health Information Administration as well as the Health Informatics graduate program

lack the necessary writing skills needed to become successful communicators

both during their studies and after graduation. The first case study shows

well over 50% of the students in each class improved their writing skills

over the course of the semesters. The second case study finds out that students

who have reached a certain level of comfort by having to write each week

are not as intimidated by the prospect of a comprehensive, essay-style assignment.

The third case study results that student scores improved steadily from

draft-to-draft submissions.

The fourth shows that the assignment is the most effective when students put in

more time and effort into each other’s papers.

Article’s Review (4)


Writing seems to be a difficult language skill. Having considered the centrality of writing

to students’ overall language ability, the present study investigated the effect of

process-genre approach on EFL learners’ knowledge of writing. There are 40 participants

were selected who were deemed homogeneous based on their performance on

a proficiency test and writing pre-test thus the class was classified into

experimental (N=20) and control group (N=20). The experimental group received

a treatment while the control group did not receive it. Then, both groups were given

a post-test to see whether or not the process-genre approach is effective to encourage

students’ knowledge in writing.  It was revealed that process-genre approach is able

to help students in understanding and generating their thoughts.

Also, they understand not only how to write the text but also how to get

better comprehend the purpose of the text. The results of this study also shows

that feedback given by the teacher during writing process is helpful.

The use process-genre approach can be investigated in the next studies

for different types of errors. It is also important that studies investigating

the effect of process- genre approach on foreign language learners’ accuracy development

explore whether and how process- genre approach and feedback affects

the complexity and fluency of EFL learners’ writing skill.

Article’s Review (3)

An Analysis of Textual Metafunction in Thai EFL Students’ Writing

This research examined the use of English writing skill which sets out to obtain some 

concrete information on the students’ problem in writing English supported by 

Systemic Functional Grammar. It was observed on what difficulties the student found 

in English writing skills. The researcher used documentation method developed 

quantitative qualitative method. He took 114 students’ opinion writing from 

57 second-year undergraduate students majoring in English as the raw data. 

Whole opinion writings were analyzed by using Theme Rheme framework to check 

the Thematic structures and Thematic Progression. He found out that combination 

of simple theme, marked and unmarked, and multiple theme (textual, interpersonal 

and topical) are used in whole data. In addition, there are three Thematic progression 

patterns found in the present study: Theme reiteration, a zig-zag Theme pattern and 

a multiple Theme. The researcher concluded that grammatical errors contributed 

to the problem of understanding the whole texts thoroughly due to the students’ lack 

of knowledge of English. In line with the researcher’s suggestion, furthermore, 

there would be more studies which explore deeper how the students organize 

their message in written text. It allows us to identify discourse level errors 

in order to make conscious Theme and Rheme choices that improve the coherence 

and cohesion in the texts.

Article’s Review (2)

The Use of Pictures Story in Improving Students’ Ability to Write Narrative Composition


 Writing is one of language skill taught in a school. To convey a purpose, a student can expresses through a writing. In addition, they can respond to the other ideas, tell stories, convey information, and they are expected to be able to compose well-organized writing (Pincas, 1986). It was a Quasi-experimental method applied experimental and control class. Due to the heterogenic members of population, the researcher conducted a random sampling. To collect the data, the researcher used a writing test to 192 students of SMA Negeri 3 Pare-Pare. There are three stages of collecting data: pre-test, treatment and post-test. It results that teaching by using pictures story can improve the students’ writing skill. The students who are taught by using pictures story have better performance in writing than the students who are taught by using conventional way.

 This research can encourage other researchers to conduct a similar study using another techniques and different skill. It is also written comprehensively and coherently.

Article’s Review (1)


This research pointed out the experience of a group of students writing reflective essays (REs) and their perceptions of teacher feedback (TF) comments on their essays. This study also explored students’ perceptions on the effectiveness of teacher feedback. Generally, the feedback is positive and encouraging. This is a case study which adopts the qualitative approach to data collection and analysis. The study was conducted at a public university in Malaysia during an 84-hour (seven hours per week) general English course over a period of 12 weeks. The research participants comprised 19-year – old entry – level medical students (N=19) who wrote reflective essays. Data were collected using student questionnaire and semi-structured interviews. We found mixed results but most students consider reflective writing as a challenging learning task.

This is a an example of well-designed research. The researcher tried to investigate by joining the process then observed whether the results, questionnaire ans interviews. Though this kind of research can also be conducted in any other countries to examine student’s perception in writing ability.