This paper will purport to identify the effects of portfolio writing process from students’ self-reflection and to shed light on the actual influence through their writing pieces.
Ti u ban 1: Đào t o chuyên ng ẢNH HƯỞNG CỦA QUÁ TRÌNH LÀM TẬP BÀI VIẾT ĐỐI VỚI KĨ NĂNG VIẾT CỦA SINH VIÊN: NGHIÊN CỨU ĐIỂN MẪU TRONG BỐI CẢNH TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC QUỐC GIA HÀ NỘI Nguy n Th Nhung Trường Đại học Ngoại Ngữ, ĐHQG Hà Nội Tóm t t: Nhiều học giả ñã nghiên cứu tập terms of peer written feedback However, the viết góc độ cơng cụ ñánh giá thay influence of portfolio writing process on students’ nhận xét theo cặp, chưa có nhiều cơng trình writing ability has still been awaiting for thorough chuyên sâu ảnh hưởng trình làm tập investigation.To fill in the gaps, this paper will viết ñến khả viết sinh viên purport to (1) identify the effects of portfolio writing Do đó, nghiên cứu nhằm (1) tìm hiểu tác process from students’ self-reflection and (2) to shed động q trình làm tập viết thơng qua đánh light on the actual influence through their writing giá sinh viên (2) ảnh hưởng thực pieces Multiple-case-study design was employed; q trình qua việc phân tích viết in which interview and document analysis served sinh viên Đây nghiên cứu, sử dụng hai công as two data collection instruments Together with cụ nghiên cứu: ph ng v n (interview) phân tích face-to-face-semi-formal interviews, three portfolios tài li u (document analysis) of three participants were chosen for analysis For Nghiên cứu cho thấy tiến rõ rệt each portfolio, the researcher randomly chose two mảng coverage of main points vocabulary writing pieces of different genres to analyze khả viết sinh viên Việc phân tích tài Findings from two research questions revealed a liệu ñã thay đổi tích cực similarity of the most tremendous progress in phiên viết sinh viên nhờ vào nhận xét coverage giáo viên, bạn lớp việc tự sửa lỗi thân người viết Đáng ý, có khơng thống kết of main points and vocabulary Document analysis proved that positive changes were made from version to version thanks to the teacher’s and peers’ comments and the writer’s self- hai câu hỏi nghiên cứu Một số khía cạnh correction thực tế từ viết lại có thay đổi noticeable discrepancy between the findings of the tích cực nhiều so với nhận ñịnh ban ñầu two research questions Some writing abilities sinh viên ngược lại T khóa: portfolio, portfolio writing process, writing abilities, CAE marking scheme Abstract: A vast body of research has studied writing portfolio as a form of assessment tool or in 198 Remarkably, there also existed reported as moderately improved turned out to be more positively progressed than the students had thought and vice versa Key terms: portfolio, portfolio writing process, writing abilities, CAE marking scheme Chi n l c ngo i ng xu th h i nh p Tháng 11/2014 THE EFFECT OF PORTFOLIO WRITING PROCESS ON STUDENTS’ WRITING ABILITY: A CASE STUDY IN THE CONTEXT OF THE UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES, VIETNAM NATIONAL UNIVERSITY Statement of research problem and rationale for the study Recently, many researchers and educators have mentioned the inclusion of portfolio in writing assessment as one of the innovative and effective methods for restructuring traditional composition courses (Kieffer & Faust 1996) In the studies of several researchers such as Herter (1991) and Ballard (1992), they have successfully proved the improvement of students’ writing skills with the application of writing portfolio Realizing the benefits which portfolio brings about, the Fast Track Program at the Falculty of English Language Teacher Education (FELTE), University of Languages and International Studies (ULIS), Vietnam National University (VNU) started to include portfolio as an assessment tool for third-year-fast-track students from the school year of 2005 – 2006 Aiming at level C1 for those targeted students with reference to the Common European Framework of Reference for Languages (CEFR), the writing program puts central focus on the Certificate in Advanced English design (CAE) Thus, portfolio as an assessment tool also involves elements of CAE marking descriptors There have been a certain number of studies related to the topic of portfolio in the scope of ULIS, VNU Several papers and articles have investigated portfolio from the angle of an alternative assessment tool for traditional assessment (Tran et al 2008) Unfortunately, they only gave theoretical backgrounds without studying on any particular group of students Besides, many other theses exploit portfolio in the aspect of peer written feedback such as Pham (2007), Le (2009) and Hoang (2012) As a matter of fact, students’ writing portfolios are to be assessed by specific marking criteria However, there has not been any study which offers an insight into students’ selfassessment of their own writing ability as a result of portfolio writing process, guided by those criteria Particularly, the specific impacts of portfolio writing process on students’ practical writing ability with all factors considered together still remains cryptic All the aforementioned reasons motivated the researcher to conduct a research paper entitled “The effect of portfolio writing process on students’ writing ability: a case study in the context of the University of Languages and International Studies” to fill in the identified gaps in the local literature Aims of the study This paper is conducted to address the two following research questions: Question 1: What is students’ self-assessment of their writing ability as a result of portfolio writing process, as guided by CAE marking descriptors? Question 2: To what extent does the portfoliowriting process affect students’ writing ability, as guided by CAE marking descriptors? a) What changes are made from version to version 2? b) What changes are made from version to version 3? Scope of the study Portfolio is used in various fields, but within the frame of this paper, the researcher only approaches it in educational field The population of the study are second-yearfast-track students whose writing course includes the use of portfolio 199 Ti u ban 1: Đào t o chuyên ng Methods of the study 4.1 Research design: Multiple case study design In this study, the researcher applied the multiple case study design to seek answers to the two research questions because it is an approach, which - according to Baxter and Jack (2008) - can ensure that the issue is not explored through one lens, but rather a variety of lens This ‘allows multiple facets of the phenomenon to be revealed and understood’ (Baxter & Jack 2008, p.544) 4.2 Sampling Because of the researcher’s limited time and human resources, the study applied purposive critical-case sampling process, in which the researcher chose a small number of important cases who ‘displayed the issue or set of Records of students’ marks played a pivotal role in singling out students who exhibited clearest improvements in writing results of the two successive semesters Questionnaire for case selection involves (A) 200 characteristics in their entirety or in a way that was highly significant for their behavior’ (Cohen, Manion & Morrison cited in Vu 2012, p 16) Motivation, attitudes and learning strategies are three discernible determiners affecting learning progress (Gadner 1968; O’Malley & Chamot 1990) Second-year students are assumed to have developed certain learning strategies in this skill after more than three terms of exposure Additionally, the three aforementioned indexes are shown more significantly clearly among fast-track students than main-stream ones Therefore, for the convenience in case selection, second-year-fasttrack students were targeted as the population, which helped increase the validity and reliability of the data amassed The following diagram participant selection process: illustrates the Assessments of attitudinal and motivational variables associated with writing learning and (B) Writing strategies (adapted from Gardner, 1985) The case choosing decision was reaffirmed based on the results of questionnaire for Motivation & Attitude and Learning Strategies Chi n l c ngo i ng xu th h i nh p Tháng 11/2014 Diagram 2.3: Scores for motivation & attitude and learning strategies The diagram showed one common characteristics among three cases - strong motivation and positive attitude towards learning writing Nonetheless, S2 and S3 appeared to have relatively good learning strategies whilst the other gained very low score for this category (99) Understandably, there is more likelihood for students with both strong motivation and positive attitudes together with good learning strategies to make progress in the process of doing the portfolio Additionally, with the target shot at learners demonstrating not-so-good learning strategies, the progress could be clearly highlighted 4.3 Data collection instruments 4.3.1 Semi-structured interview (RQ 1) Interviews were utilized in both the case choosing stage and the data collection stage to answer Research Question Interview is rightfully seen as one of the most widely used and most fundamental research technique since it allows the researcher to investigate the phenomena that are not directly observable such as learners’ self-reported perceptions or attitudes Furthermore, researchers could elicit additional data if initial answers are vague, incomplete, off-topic, or not specific enough However, the researcher was also aware of some caveats of interviews Therefore, face-toface retrospective semi-structured interview was employed with concerted attempts being made to revive students’ remembrance of their previous semester’s portfolio by several techniques (letting them see the writing syllabus and their own portfolio again as well as familiarizing themselves with the criteria to assess writing ability) Clarifications were also given and questions could be asked right away if necessary The interview guidelines for the students followed strictly the skeleton of the framework for document analysis There were four main sections: (1) Content; (2) Communicative achievement; (3) Organization; and (4) Language In each section, there are specific discriptors which are synthesized from the CAE marking scale and the Glossary for this scale 4.3.2 Document analysis (RQ2) Three portfolios of three student cases were chosen to investigate the effect of portfolio on students’ writing performance For each portfolio, the researcher randomly chose two writing pieces of different genres to analyze Document analysis framework: In order to ensure the objectivity when analyzing writing pieces in students’ portfolio, there was also a bad need to follow CAE marking rubric 4.4 Data analysis method and procedure 4.4.1 For interviews: Qualitative analysis strategies 201 Ti u ban 1: Đào t o chuyên ng The method and procedure of analyzing data collected from interviews are shown in the diagram below: 4.4.2 For document analysis: Qualitative analysis strategies Following is the diagram visualizing the qualitative analysis method and procedure of students’ writings Findings As the ultimate goal of case study is to understand the complexity of a case in the most complete way possible, each case was analyzed and discussed respectively instead of in cluster, guided by the CAE marking descriptors This helps increase the possibility of attaining the richest understanding of a case Moreover, it should first be noticed that several aspects in the CAE marking scheme for writing were not reported to be improved much, as a result of the portfolio writing process Therefore, the 202 following presentation of data analysis and discussion pays particular attention to the writing abilities which have gone through the most considerable progress 5.1 Research question The answer to this question was received from interview data 5.1.1 Case In case 1’s perception, she made almost no or just marginal improvements in such writing abilities as target reader, communicative achievement, organizational pattern and Chi n l c ngo i ng xu th h i nh p grammar She explained: Before assigning any task, theory on specific genres such as brochure or leaflet was delivered by our teacher and samples are analyzed thoroughly Moreover, when I come home, before writing any task, I always revise the theory Hence, there can’t be any misleading in the content or mistake in the conventions of the communicative task from the beginning (S1.21) Moreover, case self-assessed herself as competent in grammar, so rarely could grammatical mistakes occur Hereinafter, the researcher focuses on only the most radical changes in terms of cohesive devices and vocabulary Cohesive devices Positive changes could be seen through the ability “to link two simple sentences to make a complex or compound one” (S1) She added, when writing frequently, she tended to use cohesive devices more regularly and correctly From mistakes in former versions, she could draw valuable experience for her own Vocabulary This participant expressed a tremendous satisfaction with her vocabulary derived from conducting the portfolio There was a big improvement in terms of vocabulary range, appropriacy and accuracy S1 felt deeply contented when talking about what she could learn: It [portfolio writing process] offers me a good chance to exploit extra resources such as dictionaries, thesauri, internet, etc and my friends’ comments In fact, I could learn and apply a wider range of synonyms, antonyms, collocations and low-frequency lexis also! [S1.28] 5.1.2 Case Among the three cases, S2 was the one to reflect the most obvious progress Except for some aspects with no or little improvements, she Tháng 11/2014 claimed that the rest were positively adjusted not only from version to version but also throughout the portfolio writing process Target reader and coverage of main points Firstly, S2 reported “Portfolio writing process sharpened my critical thinking in choosing the target reader” She admitted that sometimes the readers of her writing were not focused in first versions Nonetheless, with constructive comments and suggestions from the teacher and her classmates, she could shoot target at particular readers more precisely Secondly, for coverage of main points, S2 reflected radical improvements in the quality of the main points Her first draft occasionally contained vague arguments Notwithstanding, when it came to latter versions, such weaknesses were overcome to make the content more lucid As a result, the final versions were always the ones she was most contented with Cohesive devices Among all the aspects, the competence in using cohesive devices was perceived to have the most substantial enhancement in S2’s case In the previous previous semesters, I had a lot of difficulties and shortcoming in using linking words I did not often use connectors among sentences as well as paragraphs, so the text sounds desultory Through the portfolio writing process, I gradually pay more attention in using such devices to enhance the coherence and cohesion [S2.37] Not only linking words, but also grammatical devices were reported to be paid greater attention Positive changes could be seen through the ability “to repeat key words a certain times to highlight the writing topic” Vocabulary and grammar Despite showing a keen appreciation of the teacher and peers’ feedback and how much she learned from them, S2 claimed that “sometimes 203 Ti u ban 1: Đào t o chuyên ng comments from friends are vague, too general or even wrong”, so she needed to consider these very carefully before revising 5.1.3 Case In general, S3’s self-assessment of her writing ability as a result of the portfolio writing process more or less shared the same features with S2’s A lot of improvements were perceived to be present in terms of coverage of main points, format and register, cohesive devices, vocabulary and grammar 5.2 Research question 5.2.1 Case Throughout the content analysis of her portfolio, the improvement in coverage of main points, format and function, vocabulary and grammar were reflected vividly, which will be thoroughly discussed in the following part Coverage of main points Although the writer claimed that there were only few adjustments in the writing content, the Writing – Love Writing – Leaflet changes in the three versions of leaflet, by contrast, showed ample progress Firstly, in latter drafts, the WHAT and WHERE parts were combined into one with the restructuring of content, which increased the logicality in comparison with version Secondly, in the first version, the HOW part seemed rather verbose with four complicated steps to access the learning resource centers Thanks to her selfcorrection, they were shortened into three more lucid ones Furthermore, contact information, which was absent from the first and second drafts were timely added in the last version From version to version 3, there was almost no change Vocabulary Generally, S1’s language ability underwent significant betterments as she reported In former versions, the writer often made mistakes in word forms, word choices and expressions though such slips had very little impact on communication However, adjustments were made to correct the errors and diversify the vocabulary, which can be seen as follows: Version Version Version Apology shows the respect… Unchanged Apologizing shows the respect… An apology plays a means of Unchanged expressing… An apology means expressing… That can lead to more damage Unchanged That can lead to more severe damage Flexible opening hour Unchanged X (Note: sign “X” means the word/ phrase/ sentence does not appear in the version) And here comes the changes in grammatical items Writing – Love Version Version Version The one we love Unchanged The ones we love Unchanged This way helps relationship going on This way helps relationship going on keep People just apologizing to avoid Unchanged … keep a People just apologize to avoid … (Note: sign “X” means the word/ phrase/ sentence does not appear in the version) From the above two tables, it is conspicuous that all existent mistakes in version were not 204 corrected after receiving peers’ comments In fact, some suggestions were worth considering and if Chi n l c ngo i ng xu th h i nh p they had been fully taken into consideration, correction could have been seen right in the second version As stated earlier in answers for RQ1, S1 often thought that she hardly ever made such kinds of errors and sometimes peers gave unconvincing comments This could partly explained for the late correction until the last version, after the teacher provided her feedback on both her writings and her viewpoints on peers’ comments 5.2.2 Case Among the three cases, the most outstanding progress can be in S2’s writing pieces Except for such aspects as genre, format, register and cohesive devices, improvements were clearly exhibited in the other ones namely coverage of main points, organizational pattern, function, vocabulary and grammar Coverage of main points In analyzing case 2’s writings, it can be seen that positive changes were made in the content of both the essay and critical review Interestingly, all the changes found in the writings concured with what the informant reported in the interview Taking the essay about motivation for example, obvious changes were witnessed in the very first paragraph of the body part In the first draft, to show her agreement with the importance of university qualifications, she used a quotation from Theore Rosevelt However, according to a peer’s comment about the need to “clarify the saying to make it relevant to what was being mentioned”, the writer added more details to Version Tháng 11/2014 support the main idea in the second draft: According to Theodore Roosevelt, the great president of America, “A man who has never gone to school may steal a freight care, but if he has an university certification, he may steal the whole railroad This means that when a person is educated at university, they will have certification which convinces employers about his abilities (S1’s writing – version 2) However, when it came to version 3, with her reconsideration, the writer used other reasonings in placement for the above quotation, making her argument a lot stronger …After spending four or five years finishing tertiary education, if they study and practice well, they will have both outstanding diploma and excellent commands of computer as well as foreign language As a result, plenty of good job opportunities will be opened to them, and getting a desirable position in career with high salary is only in their touch (S1’s writing – version 3) Besides, in the first two drafts, some extreme expressions such as “young people” and “most students” were also replaced by “many young people” and “most students” in the last version Organizational pattern For this criterion, changes from version to version were made based on peer’s comments Meanwhile, changes from version and version were made based greatly on the teacher’s feedback Specific examples are shown in the following table: Version Writing – When attending university, the Unchanged Motivation youth can study a lot of academic courses like geography course, history course, philosophy course And, studying at university is a Moreover, studying at good way… university is a good way… Version When attending university, the youth can study a lot of academic courses like geography, history or philosophy courses Unchanged 205 Ti u ban 1: Đào t o chuyên ng Writing – The first and the last text are well- Unchanged Critical written However, in the second text review Surprisingly, like vocabulary, such grammatical mistakes as article, subject-verb agreement were not corrected until the last Version version Specific changes are also synthesized below: Version Writing – The chapter Critical review “Adulthood” entitled Unchanged the author give strong reasoning The first and the last text are wellwritten However, in the second one Unchanged Version Chapter entitled “Adulthood” the author gives strong reasoning The major weaknesses of this Unchanged chapter lies in some biased assessment The major weaknesses of this chapter lie in some biased assessment There is no accurate and reliable Unchanged data There are no accurate and reliable data Unchanged Writing – In modern society Motivation 5.2.3 Case Compared to S1 and S2, S3’s actual changes in her writings were exactly the same as what she perceived it Coverage of main points and target reader S3 showed adjustments in not only supporting ideas but also in the coverage of main points At first, although content points were included with some development of the topic, and target reader was only generally informed some irrelevances and omissions were still presented The revision saw noticeable improvements after peer’s feedback was taken into consideration To be more specific, with the essay about love, in the first draft, the outline was not clear and supportive to the topic Basically, the essay In a modern society discussed apology in three kinds of relationships: love between friends, family members and lovers Nonetheless, as one student remarked: “…your ideas are quite confusing and not persuasive enough All the three types of relationships mentioned are in common of reasoning why it’s hard for people to say sorry and why they should say sorry Furthermore, the reasons are too general and can be applied to every situation, not just the specific case Therefore, you should not state your ideas as different types of different relations.” Having pondered over this comment, in version 2, S3 substituted almost all the main points, each of which was adequately supported with clear and well-elucidated sub-ideas The new outline can be viewed as follows: For: Saying sorry is one of the best ways to protect your relationship from breaking - It is hard to apologize because of self-esteem and ego - However, once overcoming such obstacles, happiness will come and sadness will disappear Against: However, apology can be meaningless if we keep making mistakes and then just say sorry - Admitting the fault and trying to fix it is good - Nevertheless, without improvements, the apology becomes untrustworthy - Hence, sooner or later, the loving relationship will come to an end Obviously, 206 the content was enormously enhanced to cement the main arguments Besides, Chi n l c ngo i ng xu th h i nh p the last sentence in the introduction of version which sounded confusing and unnecessary was omitted after revision Love is the most invaluable gift that god gives us Its strength can help people overcome difficulties However, it is so fragile that even a small mistake can break it Therefore, apology is very important to maintain love as someone has said “Love, as in enabling a relationship to survive, is all about being able to say sorry” Honeyed words are sometimes not as powerful as apologies (S3’s writing – version 2) Discussion In answering research question and 2, the research yielded significant findings In general, the research revealed several correlations between the students’ self-assessment on their writing ability and the actual progress revealed through document analysis This is known as positive changes in terms of content and vocabulary It is true to the students’ self-report that changes were made based on peers and teacher’s comments as well as self-correction However, interestingly, there also existed discrepancy in cases’ response and their actual progress in writing One one hand, although students reported no or little improvements in such aspects as content, grammar, format and function, there were in fact more positive changes than students themselves self-assessed This means sometimes the underlying effect of portfolio writing process was not recognized by the students On the other hand, for cohesive devices, unlike what all participants self-assessment, not many changes could be identified when comparing the first version to the second and third one The fact is that all three cases did a good job in using cohesive devices from the first version, so it is understandable when there were little modification in latter versions Accordingly, it can be inferred that the portfolio writing process not only positively affected the writing ability from Tháng 11/2014 version to version but also through the process With all the factors considered together, the findings of the present research more or less shared the same features of findings from other studies in the local field The results supported the attempts of Coffin et al (2003) and Deane (2013) that students’ practical writing skills were enhanced considerably through portfolios, mainly based on teachers’ and peers’ comments However, what makes the extant research different from others is that the researcher could (1) point out the discrepancy between students’ self-assessment and the actual progress, (2) identify the progress in students’ writing ability thanks to their self-correction of mistakes also Conlusion In general, the study explored the impact of portfolio writing process on students’ practical writing abilities Through the in-depth analysis of the data collected from the interview and the document analysis, fruitful findings for two researcher questions are summarized as follows: Research question On one hand, from the participants’ selfassessment, such writing abilities as coverage of main points, cohesive devices and vocabulary were reported to witness the most discernible progress Generally, most of the writing ability enhancements were made thanks to the teacher’s and peers’ comments Nevertheless, some were self-correction after re-reading and reconsideration Notably, as being reported, peers’ feedback and suggestions did not concur with the writer’s view at times Thus, some changes were not made after comments On the other hand, the least changed aspects fell into less tangible aspects like target reader, reader’s attention, genre, register, function and organization pattern Research question The answer to research question helped to verify the results of research question The analysis of three versions of the students’ writing 207 Ti u ban 1: Đào t o chuyên ng pieces revealed comparatively similar findings as their self-assessment From version to version 2, students tended to make improvements in coverage of main points and organization From version to version 3, cohesive devices, vocabulary, grammar, format and function were found out to be greatly enhanced thanks to teacher’s and peers’ constructive comments Changes were made mostly from version to version 3, based on the teacher’s comments Sometimes, the writer did not correct the mistakes identified by peers Notwithstanding, in several writing pieces, reasonable peers’ criticism were not taken into consideration For some aspects such as content, grammar, format and function, students reported less progress than that actually being made In other words, sometimes students themselves could not realize the effects of portfolio writing process on their writing ability REFERENCES Ballard, L (1992) Portfolios and self-assessment English Journal, 81(2), 46-48 Baxter, P & Jack, S (2008) Qualitative case study methodology: study design and implementation for novice researcher The Qualitative Report, 13(4), 544 Coffin, C., Curry, MJ, Goodman, S., Hewings, A., Lillis, T.M & Swam, J (2003) Teaching academic writing: a toolkit for higher education London: Routledge Deane, P (2013) On the relation between automated essay scoring and modern views of writing construct Assessing Writing, 8(1), 7-24 208 Gardner, R.C (1968) Attitude and motivation: their role in second-language acquisition TESOL Quarterly, 2, 141 – 150 Gardner, R.C (1985) Attitude/ motivation test battery: international AMTB research project Retrieved 22nd February 2013, from Hoang, A (2012) The efficiency of peer written feedback on errors from the first to the second draft in writing skill – a case study at the faculty of FELTE, ULIS, VNU BA thesis University of Languages and International Studies, Hanoi Herter, R (1991) Writing portfolios: alternatives to testing English Journal, 80(1), 90-91 Kieffer, R.D & Faust, M.A (1996) Portfolio purposes: teacher exploring the relationship between evaluation and learning Assessing Writing, 3(2), 149-172 10 Le, B.Y (2009) The practice of peer written feedback in writing among the first year students at the ED, HULIS, VNU BA thesis University of Languages and International Studies, Hanoi 11 Pham, T.K.T (2007) Peer written feedback in writing portfolios by third year students in the ED BA thesis University of Languages and International Studies, Hanoi 12 O’Malley, J.M & Chamot, A.U (1990) Learning strategies in second language acquisition New York: Cambridge University Press 13 Tran, H.A., Nguyen, T.T.H., Nguyen, M.H., Vu, T.T.V., Vu, T.V (2008) Phương pháp ñánh giá tập viết: cách nâng cao chất lượng dạy học môn viết VNU Journal of Science, 12(3) 14 Vu, B.C (2012) Underachievement of gifted students in English-specialized 11th grade classroom, Nguyen Trai High school, Hai Duong province: case study BA thesis University of Languages and International Studies, Hanoi ... 11/2014 THE EFFECT OF PORTFOLIO WRITING PROCESS ON STUDENTS’ WRITING ABILITY: A CASE STUDY IN THE CONTEXT OF THE UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES, VIETNAM NATIONAL UNIVERSITY Statement... ? ?The effect of portfolio writing process on students’ writing ability: a case study in the context of the University of Languages and International Studies” to fill in the identified gaps in the. .. exhibited in the other ones namely coverage of main points, organizational pattern, function, vocabulary and grammar Coverage of main points In analyzing case 2’s writings, it can be seen that positive