ELC501 ENGLISH FOR CRITICAL ACADEMIC READING
OUTLINE FOR ARTICLE ANALYSIS
GROUP MEMBERS:
TITLE OF ARTICLE:
A. The issue/topic in a text
B. The argument/ author’s point of
view in a text
C. i. Types of supporting details 1:
Evidence from the article:
Types of supporting details 2:
Evidence from the article:
Types of supporting details 3:
Evidence from the article:
Types of supporting details 4:
Evidence from the article
1. Nur Izreen Syazmin binti Nasrudin
2. Nur Azlin binti Jamil
“How Effective is Online Learning? What the Research
Does and Doesn’t Tell Us”
Argument on the effectiveness of online learning.
The author argues that she found online course taking
was less effective than in-person courses.
Research Findings
- “A substantial research base developed by Karl
Alexander at Johns Hopkins University and many
others shows that...”
- “...a study of college students that I worked on
with Stanford colleagues found...”
Testimony
- “Student’s credit-recovery success rates and
algebra test scores were lower in the online
setting.”
- “Student’s assigned to the online option also rated
their class as more difficult that did the peers
assigned to the face-to-face option.”
Examples
- “...online courses need a strong curriculum and
strong pedagogical practices. Teachers need to
understand what students know and what they
don’t know...The teacher will need to set norms
for engagement – such as requiring students to...”
Illustrations
- “Online courses provide opportunities...If students
fail algebra, they may be able to catch up during
 evenings...”
- “The use of virtual courses...grown
rapidly...Florida, for example, requires all high
school students to take at least one online
course.”
ii. Flaw/s in reasoning (if any): a. …
b. …
D. Evaluation on the supports used in a text

i. Relevance and/or The author’s argument on the issue can be seen as

consistency: relevant when the author presented the fact of the issue
where students found to learn at a lower degree and
barely got high scores with online courses.
ii. Objectivity: The author’s argument presents objectivity where
relevant information concerning online courses being less
successful than in-person courses is revealed as the
supporting. This can be seen through research findings
by Karl Alexander at Johns Hopkins, he has found that
students learn less at home. Besides that, testimony from
students has expressed their difficulty on online classes
has negatively impacted their algebra test scores got
lower in online setting, and examples, namely where
online course is far more difficult to increase the students’
comprehension, and to increase students’ engagement
actively, practicing the teaching styles are needed
through online setting. These types of support have
strongly shown that the author’s argument is variable and
reliable.
iii. Completeness: The completeness of the author’s argument can be seen
through her research findings and testimony supporting.
For example, according to her research when she worked
on with her Standford colleagues, she found that there
was a very tiny difference between high-performer and
low-performer students’ struggle in online and in-person
learning. Students that are struggling in-person learning
will be more likely to struggle more in online courses that
 causes a lower performing students are unable to
perform well than high performing students that have little
difference in online and in-person learning. Besides that,
the author’s testimony where students have faced their
difficulty through online learning is worse than students’
learning in-person setting.

iv. Validity and credibility: A compelling statement of the author's reasoning, the
argument is supported by the research findings,
testimonies, and instances. Also, this clearly shows that
her argument gives a very credible written work when she
has mentioned that online courses have been a big
challenge to most of the students to perform well
especially to low-performing students.
E. i. Inferences: a. E-learning teaching courses tend to be students’
failures in academics that will lead to a bad future.
b. Teachers play an important role in helping to
enhance the students’ engagements and
motivations during online class.
ii. Conclusions: Generally, online courses have their own pros and cons
that need to be considered because digital learning may
not be as effective as in-person learning because the
majority of students have found it difficult to do as
effectively in online courses as they would in traditional
classroom settings.
F. i. Assumptions: j. ...
k. …
l. ...
ii. Stated main ideas a. “On the other hand, lower performing students
performed meaningfully worse in online courses
than in in-person courses.”
b. “What is different in the online setting is that
students may have more distractions and less
oversight, which can reduce their motivation.”
c. “Just like in brick-and-mortar classrooms, online
courses need a strong curriculum and strong
pedagogical practices.”
 iii. Implied main ideas a. Online courses have impacted negatively on
lower performing students.
b. It will be difficult for students to maintain their
motivation through online courses.
c. Practicing a strong curriculum and strong
pedagogical during online teaching will help
students to engage.
G. i. Examples of inductive a. Paragraph : -
reasoning b. Paragraph : -

ii. Examples of deductive c. Paragraph 4: “Most online courses, however,

reasoning: particularly those serving K-12 students, have a
format much more similar to in-person courses.
The teacher helps to run virtual discussion among
the students, assigns homework, and follows up
with individual students.”
d. Paragraph 11: “Just like in brick-and-mortar
classrooms, online courses need a strong
curriculum and strong pedagogical practices.
Teachers need to understand what students know
and what they don’t know, as well as how to help
them learn new material.”
H. Author’s purpose: The author presents facts, research findings and opinions
about in-person learning and remote education to
persuade the audience that online learning is less
effective than face-to-face learning
I. Author’s tone: The tone is persuasive as the author expresses his
opinion by using rhetorical argumentative, evidence, and
logical arguments as he intends to persuade the
audience that online learning is less effective than face-
to-face learning. This can be seen when the author
strongly stated that students who struggle in in-person
classes are likely to struggle even more online where
online learning may impact negatively on lower
performing students than in-person learning.
J. Author’s intended audience: The author’s intended audience is students, teachers,
 parents, colleagues, school, institution and university.

Compulsory
Optional