The Impact of Integrating Process Writing with Analytical Reading of Informational Texts on Improving Academic Essay Writing among Palestinian English Majors and their Attitudes Towards it

Abstract

The purpose of the current study is to investigate the impact of integrating process writing with analytical reading of informational texts on improving academic essay writing among Palestinian English majors and their attitudes towards it. The study is a quasi-experimental research. To illustrate, an intact class consisting of 30 freshmen English majors are the participants in the experiment. The instruments used are a pre-and-post focusing on writing academic cause and effect essay and a focus group discussion designed to gain deeper insights into the participants' perception of academic writing pre and post intervention. The intervention includes an analytical reading of informational texts, particularly cause and effect essays, and training on process writing use; then, the participants will integrate the information they have gotten through analytical reading with process writing to produce cause and effect essays. The result shows that the post-test scores outperform the pretest scores, and the focus group discussion reveals that the participants' attitudes toward academic writing improved after the intervention.