抄録
In this study, we analyzed the linguistic changes between the pre- and post-tests for 11 academic writing classes in seven higher education institutions where two teachers taught using the same syllabus. We compared these tests and examined the imbalances in writing style; for example, mix of formal and informal, or remain informal. We observed that about 10% of students used certain specific expressions taught by teachers in the class for formal writing. Thus, our study demonstrates the importance of teaching specific expressions in academic writing. In contrast, the other 10% of students used these expressions in the pre-test, but not in the post-test. Accordingly, we indicate students needs not only writing report but drills for acquiring academic writng.
