Investigating Writing-Skill Improvement among First Common Year Students at Northern Border University Using Academic Reading Passages from National Geographic: Life

Abstract

This study explores the impact of structured reading-to-write instruction on the academic writing skills of First Common Year students at Northern Border University. Using academic passages from the National Geographic: Life series, the research examines improvements in organization, cohesion, vocabulary, and overall writing proficiency. Quantitative analyses, including descriptive statistics and paired-sample t-tests, indicate statistically significant gains in writing performance.