Academic Writing Based on Reading-Writing-Evaluation (RWE): Case Study of Lecturers at Universidade Oriental Timor-Lorosa'e, Timor Leste

Abstract

The study of writing is complex in relation to language skills. Writing, especially academic writing, requires high skills. Therefore, not everyone understands the concepts and strategies of writing, whether popular, academic, or creative. Related to writing, this study aims to raise academic writing training among lecturers at the Universidade Oriental Timor-Lorosa'e through the reading-writing-evaluation (RWE) model. The research method used in this study is qualitative. The research respondents were lecturers at the Universidade Oriental Timor-Lorosa'e. The results of the study show the following findings in the first session. First, respondents had difficulty in selecting topics, collecting data, developing structures, using appropriate language, and the peer review process. To improve writing habits and encourage academic progress, institutions need to provide training, guidance, and incentives. This also helps in better topic planning and effective time management. Second, minimal research budgets make respondents reluctant and difficult to conduct research (which outputs are written articles).