Article Review 1

Introducing writing (in) the city

Name Selsa Levinda
NPM 21040021
Journal Name Social Semiotics
Volume and Pages VOL. 31, NO. 1, 1–13
Publication Year 2021
Author Adam Jaworski & Li Wei
Problem
Researches Purpose The purpose of this research is to introduce and explore the
concept of "writing (in) the city" as a way of understanding and
studying cities. The research aims to examine the role of writing
in shaping cities, including its various forms such as signs,
logos, and poetry. It also seeks to investigate the multimodal and
material aspects of writing in the city, its role in place-making
and the built environment, and its impact on social stratification
and power dynamics within urban spaces. Additionally, the
research aims to highlight the importance of considering both
digital and analogue technologies of writing in understanding
cities. The research also discusses the use of narrative and
metaphor in representing urban life in the arts and acknowledges
the need for further studies on the making and rewriting of cities.
Research Methods Based on the content of the article, it can be inferred that the
research utilizes a combination of literature review, theoretical
analysis, and critical examination of various examples and case
studies related to writing in the city. The authors draw on a
range of sources, including academic studies, architectural
discourses, artistic works, and sociolinguistic research, to
explore the concept of writing in the city and its various
manifestations.
Object of Research
Research Result
Advantages 1. Interdisciplinary approach: The article draws on various
disciplines such as architecture, sociolinguistics, literature, and
cultural studies to explore the concept of writing in the city. This
interdisciplinary approach allows for a comprehensive and
multifaceted understanding of the topic.

2. Broad scope: The article covers a wide range of topics related

to writing in the city, including its role in shaping urban spaces,
its impact on social dynamics, and its representation in the arts.
This broad scope provides a comprehensive overview of the
subject matter.

3. Engagement with theoretical frameworks: The article engages

with theoretical frameworks such as Michel de Certeau's concept
of embodied demarcation of space and Johanna Drucker's idea
of enunciative activity in signs and signage. This
Disadvantages 1. Lack of empirical research: The article primarily relies on
theoretical analysis and literature review rather than presenting
original empirical research. While the theoretical exploration is
valuable, empirical studies could provide more concrete
evidence and support for the concepts discussed.

2. Limited geographical scope: The article does not explicitly

state the geographical scope of the research. It primarily draws
on examples and case studies from Western contexts, such as
Rome and English towns. This limited geographical scope may
restrict the generalizability of the findings and overlook the
diversity of writing practices in different urban contexts around
the world.

3. Lack of clear research question or problem statement: The

article does not explicitly state a specific research question or
problem that the research aims to address. This lack of clarity in
the research focus may make it difficult for readers to
understand the specific objectives and contributions of the
research.

4. Lack of methodological transparency: The article does not

provide explicit information about the research methods used. It
is unclear how the literature review and case studies were
selected and analyzed. This lack of methodological transparency
may limit the reproducibility and rigor of the research.
 Article Review 2
New perspectives on reading and writing across the disciplines
Name Selsa Levinda
NPM 21040021
Journal Name Higher Education Research & Development
Volume and Pages VOL. 38, NO. 1, 1–10
Publication Year 2019
Author Judith Seaboyer & Tully Barnett
Problem The problem addressed in this research is the concern that many
students in higher education are not able to read enough
disciplinary material in enough depth to fully engage in a
university education. This problem is attributed to factors such
as budget cuts leading to larger class sizes and reduced
assessment, as well as students being distracted from their
studies by the need to earn a living. Additionally, there is a level
of public anxiety surrounding the argument that the digital age
has led to a loss of the ability and desire to read or write long-
form text. This research aims to explore the best ways to teach
reading and writing skills in order to address these challenges.
Researches Purpose The purpose of this research is to address the problem of
students in higher education not being able to read enough
disciplinary material in enough depth to fully engage in their
education. The research aims to explore the best ways to teach
reading and writing skills in order to address this challenge.
Additionally, the research aims to examine the impact of the
digital age on reading and writing skills and to propose strategies
for promoting and preserving the value of reading in higher
education.
Research Methods Based on the information provided, it can be inferred that the
research likely involves a literature review of existing studies
and research on reading and writing skills in higher education.
The researchers may also analyze data and evidence from
various disciplines, such as humanities, library and information
science, linguistics, and cognitive neuroscience, to gain insights
into the challenges and potential solutions related to reading and
writing skills in the digital age. Additionally, the research may
involve qualitative methods such as interviews or surveys to
gather perspectives and experiences of teachers and students in
higher education
Object of Research
Research Result
Advantages 1. Interdisciplinary approach: The research draws insights from
various disciplines such as humanities, library and information
science, linguistics, and cognitive neuroscience . This
interdisciplinary approach allows for a comprehensive
understanding of the challenges and potential solutions related to
reading and writing skills in higher education.
 2. Focus on the digital age: The research addresses the impact of
the digital age on reading and writing skills. By examining the
challenges and opportunities presented by digital platforms, the
research provides valuable insights into how technology affects
reading habits and the acquisition of reading skills.

3. Emphasis on teaching strategies: The research aims to propose

strategies for teaching reading and writing skills in higher
education. By exploring effective teaching methods, the research
offers practical solutions to address the problem of students not
being able to read enough disciplinary material in enough depth.

4. Consideration of social justice issues: The research

acknowledges the social and psychological costs associated with
attrition and failure in higher education, particularly for students
from disadvantaged backgrounds. By highlighting these issues,
the research contributes to the broader conversation on social
justice in education.

Overall, the article provides a comprehensive and

interdisciplinary analysis of the challenges and potential
solutions related to reading and writing skills in higher
education, particularly in the context of the digital age. It offers
valuable insights and practical strategies for educators and
policymakers to address these challenges and promote effective
reading and writing practices in higher education.
Disadvantages 1. Lack of specific research methods: The article does not
provide specific information about the research methods used in
the study. This lack of transparency makes it difficult to evaluate
the rigor and validity of the research findings.

2. Limited empirical evidence: The article relies heavily on

literature reviews and theoretical discussions, but it does not
present empirical evidence or data to support its claims and
recommendations. This limits the strength of the arguments and
makes it harder to assess the practical implications of the
research.

3. Lack of diverse perspectives: The article does not explicitly

mention the inclusion of diverse perspectives, such as those of
students, teachers, or administrators, in the research process.
This omission may limit the comprehensiveness and
applicability of the findings.

4. Lack of consideration for technological advancements: While

the article acknowledges the impact of the digital age on reading
and writing skills, it does not thoroughly explore the potential
benefits and challenges posed by specific technological
advancements, such as e-books, online platforms, or digital
reading tools. This narrow focus may limit the relevance of the
research in a rapidly evolving digital landscape.

Overall, while the article provides valuable insights and raises

important questions about reading and writing skills in higher
education, its limitations in terms of research methods, empirical
evidence, diverse perspectives, and consideration of
technological advancements should be taken into account when
interpreting and applying its findings.

Article Review 3
Name Selsa Levinda
NPM 21040021
Journal Name Psychoanalytic Perspectives
Volume and Pages
Publication Year 2020
Author Rachel Altstein
Problem The problem addressed in this research is the concern that many
students in higher education are not able to read enough
disciplinary material in enough depth to fully engage in a
university education. This problem is attributed to factors such
as budget cuts leading to larger class sizes and reduced
assessment, as well as students being distracted from their
studies by the need to earn a living. Additionally, there is a level
of public anxiety surrounding the argument that the digital age
has led to a loss of the ability and desire to read or write long-
form text. This research aims to explore the best ways to teach
reading and writing skills in order to address these challenges.
Researches Purpose
Research Methods It can be inferred that the research likely involves a literature
review of existing studies and research on reading and writing
skills in higher education. The researchers may also analyze data
and evidence from various disciplines, such as humanities,
library and information science, linguistics, and cognitive
neuroscience, to gain insights into the challenges and potential
solutions related to reading and writing skills in the digital age.
Additionally, the research may involve qualitative methods such
as interviews or surveys to gather perspectives and experiences
of teachers and students in higher education
Object of Research
Research Result
Advantages 1. Interdisciplinary approach: The research draws insights from
various disciplines such as humanities, library and information
science, linguistics, and cognitive neuroscience. This
interdisciplinary approach allows for a comprehensive
understanding of the challenges and potential solutions related to
reading and writing skills in the digital age.

2. Focus on the digital age: The research addresses the impact of

the digital age on reading and writing skills. By examining the
challenges and opportunities presented by digital platforms, the
research provides valuable insights into how technology affects
reading habits and the acquisition of reading skills.

3. Emphasis on teaching strategies: The research aims to propose

strategies for teaching reading and writing skills in higher
education. By exploring effective teaching methods, the research
offers practical solutions to address the problem of students not
being able to read enough disciplinary material in enough depth.
 4. Consideration of social justice issues: The research
acknowledges the social and psychological costs associated with
attrition and failure in higher education, particularly for students
from disadvantaged backgrounds. By highlighting these issues,
the research contributes to the broader conversation on social
justice in education.

Overall, the article provides a comprehensive and

interdisciplinary analysis of the challenges and potential
solutions related to reading and writing skills in higher
education, particularly in the context of the digital age. It offers
valuable insights and practical strategies for educators and
policymakers to address these challenges and promote effective
reading and writing practices in higher education.
Disadvantages 1. Lack of specific research methods: The article does not
provide specific information about the research methods used in
the study. This lack of transparency makes it difficult to evaluate
the rigor and validity of the research findings.

2. Limited empirical evidence: The article relies heavily on

literature reviews and theoretical discussions, but it does not
present empirical evidence or data to support its claims and
recommendations. This limits the strength of the arguments and
makes it harder to assess the practical implications of the
research.

3. Lack of diverse perspectives: The article does not explicitly

mention the inclusion of diverse perspectives, such as those of
students, teachers, or administrators, in the research process.
This omission may limit the comprehensiveness and
applicability of the findings.

4. Lack of consideration for technological advancements: While

the article acknowledges the impact of the digital age on reading
and writing skills, it does not thoroughly explore the potential
benefits and challenges posed by specific technological
advancements, such as e-books, online platforms, or digital
reading tools. This narrow focus may limit the relevance of the
research in a rapidly evolving digital landscape.

Overall, while the article provides valuable insights and raises

important questions about reading and writing skills in higher
education, its limitations in terms of research methods, empirical
evidence, diverse perspectives, and consideration of
technological advancements should be taken into account when
interpreting and applying its findings.

Article Review 4
Life Writing and Celebrity: Exploring Intersections
Name Selsa Levinda
NPM 21040021
Journal Name Life Writing
Volume and Pages VOL. 16, NO. 2, 149–155
Publication Year 2019
Author Sandra Mayer and Julia Novak
Problem
Researches Purpose The purpose of the research discussed in the article is to explore
the intersections between life writing and celebrity studies. The
researchers aim to highlight the shared concerns and connections
between these two fields and suggest that a theoretical and
methodological dialogue between them can provide valuable
insights. They also aim to discuss the relationship between fame
and biography, the cultural fascination with life narratives and
celebrity, and the common concerns of authenticity, intimacy,
and identity politics. Additionally, the researchers aim to
introduce the contributions to the special issue, which explore
various themes related to agency, authenticity, appropriation,
myth, identity politics, ethics, meta-biography,
(re)mediatization, and genre.
Research Methods
Object of Research The object of research in the article is the intersection between
life writing and celebrity studies. The researchers aim to explore
the shared concerns and connections between these two fields,
examining themes such as agency, authenticity, appropriation,
myth, identity politics, ethics, meta-biography,
(re)mediatization, and genre. They analyze the interplay between
the representation and audience consumption of famous lives,
considering the ways in which fame and biography are
intertwined and the cultural fascination with life narratives and
celebrity.
Research Result Specific research results of the article are not provided in the
given citations. The citations provided are from the introduction
to a special issue on "Life Writing and Celebrity" and discuss
the shared concerns and connections between these two fields, as
well as the themes and topics explored in the individual
contributions to the special issue. Therefore, there is no specific
citation to provide for the research results.
Research Advantages The research on the intersection between life writing and
celebrity studies offers several advantages. Firstly, it allows for a
deeper understanding of the cultural fascination with both life
narratives and celebrity, shedding light on the ambivalent
emotional currents underlying these phenomena. Secondly, it
provides insights into the uses and agendas behind various
biographical treatments of famous individuals, highlighting the
ways in which their lives are represented and appropriated in
different cultural and historical contexts. Thirdly, the research
explores the interplay of agency and structural framework in the
 production and consumption of celebrity, offering a more
nuanced understanding of the complex dynamics at play.
Additionally, the research contributes to a cross-disciplinary
dialogue, bringing together scholars from different fields and
enriching both life writing and celebrity studies with new
theoretical and methodological approaches.

Overall, the research on the intersection between life writing and

celebrity studies offers valuable insights into the cultural, social,
and historical dimensions of fame and biography, and enhances
our understanding of the complex relationship between
individuals, their life narratives, and the broader cultural
Research Shortcomings

Article Review 5
New perspectives on reading and writing across the disciplines
Name Selsa Levinda
NPM 21040021
Journal Name HIGHER EDUCATION RESEARCH & DEVELOPMENT
Volume and Pages VOL. 38, NO. 1, 1–10
Publication Year 2019
Author Judith Seaboyer & Tully Barnett
Problem The problem discussed in this article is the decline of long-form
reading and writing skills in the digital age. The authors argue
that blaming technology alone is an oversimplification and that
the issue of reading non-compliance has been present for a long
time. They highlight the importance of fostering biliteracy and
promoting deep, immersive reading to address this problem.
Additionally, the article explores the challenges of engaging
students in reading and developing their reading resilience, as
well as the social and psychological costs of attrition and failure
for unprepared students in higher education. The article also
discusses the gatekeeping function of disciplinary language and
privileged forms of textual practice.
Researches Purpose The purpose of the research discussed in the article is to address
the decline of long-form reading and writing skills in the digital
age and to explore strategies for promoting and preserving the
value of reading in higher education. The researchers aim to
understand the challenges and concerns surrounding reading
non-compliance, engage students in reading, and develop their
reading resilience. Additionally, the research aims to highlight
the social and psychological costs of attrition and failure for
unprepared students and to emphasize the importance of critical,
creative, and ethical reading skills in a university education.
Research Methods
Object of Research The object of research discussed in the article is the decline of
long-form reading and writing skills in the digital age and the
challenges and concerns surrounding reading non-compliance in
higher education. The researchers aim to understand the social
and psychological costs of attrition and failure for unprepared
students, explore strategies for engaging students in reading and
developing their reading resilience, and emphasize the
importance of critical, creative, and ethical reading skills in a
university education.
Research Result
Research Advantages The research discussed in the article has several advantages:

1. The research addresses a significant and timely issue - the

decline of long-form reading and writing skills in the digital age.
This is an important topic as it has implications for education,
literacy, and critical thinking skills.

2. The research takes a multidisciplinary approach, drawing on

insights from various fields such as literary studies, library and
 information science, linguistics, and cognitive neuroscience.
This interdisciplinary perspective allows for a comprehensive
understanding of the challenges and concerns surrounding
reading non-compliance.

3. The research explores the social and psychological costs of

attrition and failure for unprepared students in higher education.
By highlighting these costs, the research brings attention to the
need for support and interventions to help students develop their
reading resilience and succeed academically.

4. The research emphasizes the importance of critical, creative,

and ethical reading skills in a university education. By
promoting these skills, the research contributes to the broader
goal of fostering informed citizens and culturally literate
individuals.

Overall, the research provides valuable insights into the decline

of long-form reading and writing skills and offers strategies for
addressing this issue in higher education.
Research Shortcomings The research discussed in the article has a few potential
shortcomings:

1. Limited research findings: The article does not explicitly

mention the specific research results or findings obtained from
the studies discussed. This lack of specific research outcomes
makes it difficult to assess the effectiveness of the strategies
proposed or the overall impact of the research.

2. Lack of research methods: The article does not provide

information on the specific research methods used in the studies
discussed. Without this information, it is challenging to evaluate
the rigor and validity of the research.

3. Limited scope: The article primarily focuses on the decline of

long-form reading and writing skills in higher education. While
this is an important issue, the research may not address other
factors or contexts that contribute to the decline of reading skills
in different educational levels or outside of academia.

4. Lack of diverse perspectives: The article does not mention if

the research discussed includes diverse perspectives or voices.
This could limit the generalizability and applicability of the
findings to different populations or contexts.

5. Lack of counterarguments: The article does not present

counterarguments or alternative viewpoints to the research
discussed. Including diverse perspectives and addressing
potential criticisms would strengthen the overall argument and
provide a more balanced analysis.
Overall, while the research discussed in the article provides
valuable insights into the decline of long-form reading and
writing skills, it is important to consider these potential
shortcomings in order to fully evaluate the research.

Article Review 6
An investigation into EFL learners’ reflection in writing and the inhibitors to their reflection
Name Selsa Levinda
NPM 21040021
Journal Name Cogent Psychology
Volume and Pages
Publication Year 2019
Author Farnaz Avarzamani & Majid Farahian
Problem The problem addressed in this research is the lack of reflective
writing among English as a Foreign Language (EFL) learners in
Iran. This is evident from the following statement: "To write an
articulate and coherent piece of writing, people need to reflect
upon different aspects of their texts. For foreign language (FL)
learners, in particular, writing is a much more demanding skill to
master and thus more attention should be paid to reflective
practice in language classrooms"
Researches Purpose The purpose of the research is to investigate the level of
reflective writing among English as a Foreign Language (EFL)
learners in Iran and to identify the factors that inhibit their
reflection. The study aims to understand the challenges and
barriers that EFL learners face in engaging in reflective writing
and to provide insights for improving reflective practice in
language classrooms.
Research Methods The research methods used in this study included participant
recruitment, questionnaire development, writing task,
interviews, and data analysis.

1. Participants: The study recruited 106 EFL learners (42 males,

64 females) from various language schools in Kermanshah, Iran.
The participants had different proficiency levels ranging from
pre-intermediate to upper-intermediate. Additionally, 34 EFL
teachers from different language schools in the province were
surveyed.

2. Instruments:
- Reflection on Writing Questionnaire (RWQ): A researcher-
made questionnaire was developed based on the literature on
reflection. The questionnaire aimed to assess the students'
critical evaluation, making connections, and personal thoughts
about their writing experiences. The questionnaire underwent
pilot testing and validation, resulting in a final draft with 19
items.
- Inhibitors to Reflective Writing Questionnaire (IRWQ): This
questionnaire was validated in a separate study with 245 EFL
teachers. It employed a five-point Likert scale to assess the
inhibitors to reflective writing. The final draft consisted of 28
items.
- Writing Task: The participants were given a short essay
prompt on the productivity of the world without Telegram, an
instant messaging application widely used in Iran. The essays
 were analyzed using Kember et al.'s framework to assess the
level of reflection in the participants' writing.
- Interview: Fifteen students were interviewed using a semi-
structured interview guide with three questions to explore their
views on the inhibitors of reflective writing.

3. Procedure and Data Analysis: After the questionnaires were

finalized, they were distributed among the participants. The
students were asked to write a short essay and fill out the
questionnaire. Interviews were conducted with a subset of the
students. The obtained quantitative data were analyzed using the
Friedman test and descriptive analysis. The essays were
analyzed using Kember et al.'s framework, and the qualitative
data from the interviews were analyzed for patterns and themes.

Object of Research The object of research in this study is to investigate the level of
reflective writing among English as a Foreign Language (EFL)
learners in Iran and to identify the inhibitors to their reflection.
This is evident from the following statement: "The purpose of
this study was to investigate EFL learners’ reflection in writing
and the inhibitors to their reflection"
Research Result The research results indicated that EFL learners in Iran were
mostly engaged in lower levels of reflection in their writing. The
items related to higher orders of reflection, such as making
arguments and providing relevant reasons, were ranked lower
compared to items related to lower levels of reflection, such as
using borrowed sentences and thinking in Farsi or translating
while writing in English.

The study also identified several inhibitors to reflective writing

among EFL learners, including language proficiency, poor
writing skills, lack of training and support, lack of motivation,
and non-collaborative classroom environments.
Research Advantages
The advantages of this research include:

1. Comprehensive methodology: The study utilizes a mixed-

methods approach, combining quantitative data from
questionnaires and qualitative data from interviews and essay
analysis. This comprehensive methodology allows for a more
comprehensive understanding of the research topic

2. Contextual relevance: The study focuses specifically on EFL

learners in Iran, providing insights into the challenges and
barriers they face in engaging in reflective writing. This context-
specific research is valuable for understanding the unique factors
that influence reflective writing in this particular setting

3. Practical implications: The findings of this study have

practical implications for language teachers and curriculum
 designers. By identifying the inhibitors to reflective writing,
educators can develop strategies and interventions to promote
reflective practice in language classrooms and enhance EFL
learners' writing skills.

4. Contribution to the field: This research contributes to the

understanding of reflective writing among EFL learners in Iran.
It sheds light on the level of reflection and identifies the
inhibitors to reflective writing, providing valuable insights for
language educators and researchers
Research Shortcomings The shortcomings in this research include:

1. Limited sample size: The study recruited 106 EFL learners

and 34 EFL teachers from various language schools in
Kermanshah, Iran. While this sample size may be sufficient for
exploratory research, it may not be representative of the entire
population of EFL learners in Iran, limiting the generalizability
of the findings.

2. Lack of control group: The study did not include a control

group of EFL learners who were not exposed to reflective
writing instruction. This makes it difficult to determine the
specific impact of reflective writing instruction on the level of
reflection among EFL learners.

3. Self-report measures: The study relied on self-report

measures, such as questionnaires and interviews, to assess the
level of reflection and the inhibitors to reflective writing. Self-
report measures are subjective and may be influenced by social
desirability bias or participants' limited awareness of their own
reflective processes.

4. Lack of longitudinal data: The study only collected data at a

single point in time, providing a snapshot of the participants'
reflective writing practices. Longitudinal data would have
allowed for a better understanding of the development of
reflective writing skills over time.

Article Review 7
Name Selsa Levinda
NPM 21040021
Journal Name Current Medical Research and Opinion
Volume and Pages Vol. 30, No. 10
Publication Year 2014
Author Jackie M. Marchingtona & Gary P. Burda
Problem
Researches Purpose The purpose of the research discussed in the article is to
understand the attitudes of academic/clinician authors towards
professional medical writing support. The researchers aimed to
assess the acceptability and value of using professional medical
writers in the development of publications and to identify the
specific services that authors find most valuable. Additionally,
the study aimed to highlight the need for education and
awareness about the scientific expertise and role of medical
writers among authors and journal editors.
Research Methods The research used an online survey as the research method. The
survey was designed using the online tool SurveyMonkey and
was open from September 13 to September 27, 2012. The survey
questions underwent an internal validation process and evaluated
respondent characteristics, acceptance and acknowledgment of
the role of professional medical writers (PMWs), experience of
working with PMWs, and the perceived value of the assistance
provided by PMWs. The survey population included all
academics/clinicians with whom the account teams within
Caudex Medical's UK office had worked within the last 2 years.
The personalized invitations to participate in the survey were
sent by an individual known to the contact, and responses were
collected anonymously. The survey data was analyzed to assess
the attitudes and perceptions of academic/clinician authors
towards PMW support.
Object of Research
Research Result The results of the research showed that 76% of the respondents
found professional medical writing support acceptable.
However, only 33% of the respondents acknowledged the
scientific expertise of the professional medical writer (PMW) as
valuable. The services that were most valued by the respondents
included editing and journal styling, conformity with reporting
guidelines, and assistance with manuscript submissions. On the
other hand, the least valued service was the scientific expertise
of the PMW. The study also found that there may be a lack of
understanding among authors about the scientific expertise
required for working on publications.

Research Advantages The advantages of this article include:

1. Provides insights into the attitudes of academic/clinician

authors towards professional medical writing support.
2. Highlights the acceptability and value of using professional
medical writers in the development of publications.
 3. Identifies the specific services that authors find most valuable,
such as editing, journal styling, and assistance with manuscript
submissions.
4. Raises awareness about the need for education and
understanding of the scientific expertise and role of medical
writers among authors and journal editors.
5. Contributes to the ongoing discussion on publication ethics
and the role of medical writing support.
6. Offers recommendations for authors and journal editors to
better understand the background and expertise of professional
medical writers.
Research Shortcomings The shortcomings of this article include:

1. Limited sample size: The survey population included only

those academics/clinicians with whom the account teams within
Caudex Medical's UK office had worked within the last 2 years.
This may not be representative of the broader population of
authors and may limit the generalizability of the findings.

2. Potential bias: The survey respondents were selected based on

their prior experience with professional medical writing support,
which may introduce bias in the results. Authors who have had
positive experiences with PMWs may be more likely to respond
to the survey, while those who have had negative experiences
may be less inclined to participate.

3. Lack of diversity: The study did not provide information on

the demographic characteristics of the respondents, such as their
gender, ethnicity, or academic discipline. This limits the
understanding of how attitudes towards professional medical
writing support may vary across different groups.

4. Self-reported data: The data collected in the study relied on

self-reported responses from the survey participants. This
introduces the possibility of response bias and may not
accurately reflect the actual attitudes and behaviors of authors
towards professional medical writing support.

5. Limited focus on scientific expertise: The study found that the

scientific expertise of the professional medical writer was the
least valued service by the respondents. However, the article
does not delve deeper into the reasons behind this perception or
explore potential implications for the quality and accuracy of
published research.

Article Review 8
Research on three L2 writing conditions: Students’ perceptions and use of background
languages when writing in English
Name Selsa Levinda
NPM 21040021
Journal Name Cogent Education
Volume and Pages
Publication Year 2020
Author M. Prilutskaya & R. Knoph
Problem The problem addressed in this research is the use of translation
in L2 writing and its impact on language proficiency and writing
skills. The researchers aimed to investigate whether writing
directly in English or translating from the L1 (Norwegian) to
English is more beneficial for students.
Researches Purpose The purpose of this research is to investigate the use of
translation and translanguaging in the writing process of
Norwegian students learning English as a second language. The
researchers aim to explore how students perceive and utilize
their first language (L1) and other background languages when
writing in English, and to determine the potential benefits and
challenges of different writing conditions, including direct
composition, translation, and translanguaging. The study also
aims to contribute to the research on multilingual approaches to
English writing instruction in diverse language classrooms.
Research Methods The researchers employed a mixed-methods approach in this
research. They used a survey to collect quantitative data on
participants' language background and their use of different
languages in the writing process. They also conducted
qualitative analysis of the students' writing samples to gain
insights into their use of translanguaging as a writing strategy.
Object of Research
Research Result The results of this research indicate that Norwegian students
strategically use their first language (L1) and other background
languages in the writing process when writing in English as a
second language (L2). The use of translanguaging, which
involves using a combination of languages, was found to be
beneficial for organizing ideas, learning vocabulary, and
engaging the reader. Students reported that translanguaging
helped improve the vocabulary, grammar, content, and structure
of their texts. However, most participants preferred to stick to
English during the final writing process. Translation was found
to be more challenging and time-consuming compared to direct
composition in English. Overall, the study suggests that
translanguaging can have benefits for language learners, but
more research is needed to explore its potential in language
classrooms.
Advantages The advantages of this article include:

1. Insight into students' perceptions: The article provides

valuable insights into the perceptions of Norwegian students
 regarding the use of translation and translanguaging in the
writing process. It presents the students' perspectives on the
benefits and challenges of different writing conditions, adding
depth and authenticity to the research findings.

2. Practical implications for language instruction: The research

findings offer practical implications for language instruction,
particularly in terms of incorporating translanguaging practices
in the classroom. The article suggests that translanguaging can
enhance vocabulary, grammar, content, and structure in students'
writing, providing guidance for designing more effective writing
activities for language learners.

3. Mixed-methods approach: The article employs a mixed-

methods approach, combining quantitative data from surveys
with qualitative analysis of writing samples. This approach
allows for a comprehensive understanding of students' language
use and perceptions, enhancing the validity and reliability of the
research findings.

4. Focus on multilingual approaches: The article addresses the

need for exploring multilingual approaches to English writing
instruction, particularly in diverse language classrooms. It
highlights the importance of recognizing and utilizing students'
linguistic repertoire to enhance their writing skills, contributing
to the field of language education.

5. Contribution to the understanding of translanguaging: The

article contributes to the understanding of translanguaging as a
writing strategy. It explores how students strategically use their
first language (L1) and other background languages in the
writing process, shedding light on the potential benefits of
translanguaging in language learning.

Overall, this article provides valuable insights and practical

implications for language instruction, utilizing a mixed-methods
approach to explore the use of translation and translanguaging in
L2 writing.
Disadvantages 1. Self-reporting bias: The data collected in this study relied on
self-reports from the participants, which may be subject to biases
and inaccuracies. The findings are based on the participants'
understanding of the questions, their honesty, and their
introspective ability, which may affect the reliability of the data.

2. Limited generalizability: The study acknowledges that the

findings cannot be generalized to a larger population due to the
small sample size and the specific context of Norwegian upper
secondary school students. Replication studies in similar and
dissimilar contexts are needed to verify the methodology and
findings of the study.
3. Time constraints in the translation condition: The study
acknowledges that the participants who wrote their essays under
the translation condition may not have had enough time to
complete their essays. This limitation may have influenced their
attitudes towards the writing condition.

4. Lack of diverse language proficiency levels: The study

primarily focuses on Norwegian students learning English as a
second language, but it does not include participants with a wide
range of language proficiency levels. This limits the
generalizability of the findings to other language learner
populations.

5. Need for further research: The study suggests the need for
future research to explore the potential of translation and
translanguaging as crosslingual scaffolding techniques in
teaching writing. It also suggests expanding the methodological
apparatus to include additional data collection methods, such as
think-aloud protocols and focus-group interviews, to obtain a
more comprehensive understanding of the writing process.

Overall, while the study provides valuable insights, it is

important to consider these limitations when interpreting the
findings.

Article Review 9
Writing for publication for counsellors and therapists: part I
Name Selsa Levinda
NPM 21040021
Journal Name Sexual and Relationship Therapy
Volume and Pages Vol. 26, No. 1, 96–102
Publication Year 2011
Author Meg Barker*
Problem The problem addressed in this research is the anxiety and blocks
that prevent counselors and therapists from writing and
submitting their work for publication. These anxieties include
fears of being criticized, doubts about writing abilities, concerns
about finding relevant literature and conducting research, and
difficulties in finding time and motivation to write. The research
aims to explore these fears and provide strategies for
overcoming them.

Additionally, the research highlights the common fear of being

"found out" as poor writers, poor researchers, and poor
therapists. The perceived authority of the written page and the
fear of being fixed in the gaze of others as flawed and
illegitimate contribute to these anxieties.

The research also addresses the fear of perfection and the belief
that what is written will be set in stone forever. The idea of
being a work in progress and the possibility of revisiting and
changing one's work are discussed as alternatives to the pressure
of achieving perfection.

Furthermore, the research identifies various reasons why

counselors and therapists may want to write for publication, such
as professional development, sharing expertise, and contributing
to the field. These motivations are important to consider when
overcoming writing anxieties.

The research proposes a model for overcoming writing anxieties

based on gradual exposure or systematic desensitization. It
suggests starting with less anxiety-provoking types of writing
and gradually progressing to more challenging forms. The
importance of celebrating each step and acknowledging personal
growth is emphasized.

The research concludes by highlighting the positive impact of

open discussions and practical tips in helping counselors and
therapists overcome their writing anxieties. The author aims to
encourage everyone that writing is possible and that even
inexperienced writers can find ways to share their ideas.
Researches Purpose The purpose of this research is to explore and address the
anxieties and blocks that prevent counselors and therapists from
writing and submitting their work for publication. The research
 aims to provide strategies for overcoming these fears and to
encourage counselors and therapists to share their expertise and
contribute to the field.
Research Methods The research utilized qualitative methods, specifically focus
group discussions and workshops, to gather data on the anxieties
and blocks faced by counselors and therapists in writing and
submitting their work for publication.

The author conducted two writer's workshops, funded by Taylor

& Francis, where attendees were invited to discuss their
anxieties and blocks related to writing. The discussions were
facilitated by the author, and attendees were encouraged to share
their experiences and fears openly.

The author also used a systematic desensitization approach,

which is a cognitive-behavioral technique, to help counselors
and therapists overcome their writing anxieties. This approach
involved starting with less anxiety-provoking types of writing
and gradually progressing to more challenging forms.

Additionally, the author provided practical tips and examples of

different types of writing, such as book reviews, case studies,
and research papers, to help counselors and therapists gain
confidence in their writing abilities.

Overall, the research employed a combination of qualitative data

collection methods, including focus group discussions and
workshops, to explore the anxieties and blocks faced by
counselors and therapists in writing for publication. The research
also utilized a systematic desensitization approach to help
participants overcome their writing anxieties.
Object of Research
Research Result The research did not explicitly provide specific results or
findings. However, the research aimed to address the anxieties
and blocks that prevent counselors and therapists from writing
and submitting their work for publication. The research provided
strategies, practical tips, and examples to help counselors and
therapists overcome their writing anxieties and encouraged them
to share their expertise and contribute to the field through
publication.

The research also highlighted the importance of acknowledging

that writing is a work in progress and that it is okay to revisit and
change one's work over time. The author emphasized the
positive impact of open discussions and practical tips in helping
counselors and therapists overcome their writing anxieties.

Overall, the research aimed to inspire and encourage counselors

and therapists to overcome their fears and barriers to writing for
publication, and to provide them with the tools and support they
 need to share their ideas and contribute to the field.
Research Advantages The advantages of this article include:

1. Practical guidance: The article provides practical tips,

examples, and stepping stones for counselors and therapists to
overcome their anxieties and blocks related to writing for
publication. This guidance can help individuals navigate the
writing process and gain confidence in their abilities.

2. Open discussions: The research encourages open discussions

about writing anxieties, allowing counselors and therapists to
share their worries and blocks in a supportive environment. This
can help individuals feel validated in their experiences and
realize that they are not alone in their struggles.

3. Systematic desensitization approach: The article introduces

the concept of systematic desensitization, a cognitive-behavioral
technique, to help counselors and therapists gradually expose
themselves to writing and overcome their anxieties. This
approach can make the writing process more manageable and
less overwhelming.

4. Motivation and inspiration: The research aims to inspire and

encourage counselors and therapists to overcome their fears and
barriers to writing for publication. By highlighting the benefits
of sharing expertise and contributing to the field, the article
motivates individuals to take the necessary steps to start writing.

5. Accessibility: The article is accessible to counselors and

therapists who may not have extensive experience in academic
writing. It provides practical advice and examples that can be
easily understood and implemented by individuals at various
stages of their writing journey.

Overall, the article offers practical guidance, encourages open

discussions, introduces a systematic approach, provides
motivation and inspiration, and is accessible to counselors and
therapists seeking to overcome their writing anxieties and
contribute to the field of counseling and therapy.
Research Shortcomings Based on the information provided, some potential shortcomings
could include:

1. Lack of empirical evidence: The research relies on qualitative

data gathered from focus group discussions and workshops.
While these methods provide valuable insights into counselors'
and therapists' anxieties and blocks, they do not provide
empirical evidence or quantitative data to support the findings.

2. Limited generalizability: The research focuses specifically on

counselors and therapists and their anxieties and blocks related
to writing for publication. The findings may not be applicable to
other professions or fields.

3. Lack of diverse perspectives: The article does not mention the

diversity of the participants in the focus group discussions and
workshops. It is unclear if the sample included individuals from
different backgrounds, experiences, or cultural contexts. This
lack of diversity may limit the applicability of the findings to a
broader population.

4. Limited discussion of potential solutions: While the article

provides strategies and tips for overcoming writing anxieties, it
does not extensively discuss potential barriers or challenges that
may arise during the writing process. It would be beneficial to
address common obstacles and provide additional guidance on
how to overcome them.

5. Lack of follow-up or long-term outcomes: The article does

not mention any follow-up or long-term outcomes of the
interventions or strategies discussed. It would be valuable to
explore the effectiveness of the suggested approaches and their
impact on counselors' and therapists' writing practices over time.

Overall, while the article provides valuable insights and

guidance, it would benefit from addressing these potential
shortcomings to strengthen the research and its applicability to a
wider audience.