Evaluating the Academic Writings Skill of Students of English Literature with IMRAD Disposition Aftab Ahmed Charan Dr Kamal Haider Abstract In our academia, the evaluation and assessment process chiefly relies on how students perform in writing. Almost all accrediting and awarding exams are conducted in writing. Hence, it is common, no matter how good a student is at a certain subject, but if he is not a sound writer, he ends up with poor grades. Moreover, in academic writing, various dispositions have been developed to help researchers write and evaluate, IMRAD being the most common. The researcher aimed to explore if students knew about it and could write under this disposition. 210 students of various public universities were approached participate by asking them to write an academic paragraph and answer a brief questionnaire. The drafts were assessed and scored on 1-5 scale and the results were analyzed on t-test of two samples assuming equal variance. The results show that most of the students hardly know about the writing disposition and few could express themselves in this disposition. Introduction Today, any investment in education is not an option but a necessity as this is the sole source and support of survival for any nation. Our affinity with each other due to globalization on various issues coupled with a massive inculcation of technology in every form of our day to day life structure has pushed the educationist to the limits to explore the domain of education in very unprecedented ways. At Pakistan, English language enjoys an unparallel status as it is not just applied as a medium of instructions till post graduate level but due to the inferiority of regional languages in knowledge creation and job search and survival, it is widely emphasized and acquired. The above examples highlight the role of English in Pakistan and especially in its academic system. Most of the major activities including teaching and testing are executed in English. Thus, every student must possess a good command over all major skills of this language to qualify for the desired accreditation. And among all the skills, due to its unparalleled role in assessment and evaluation, writing skill remains the most desired one. As tested, like all other skills, the skill of writing cannot be acquired without the common process of imitation and practice (Aronoff & Rees- Miller, 2007). The latest research studies on writing skills have discovered many ways to make learning writing more effective and helpful (Roca de Larios, Murphy & Marin). However, it is not possible to sum up or supply universal definitions to writing skills. Secondly, the research also highlights the significant difference of challenges and problems in writing the first language and second (Silva 1993 p.669). The similar results are reflected by Lee and Krashen, 2003 in their studies too. As mentioned by Hyland 2004, Straub finds “learning writing” as the best way instead of “teaching writing”. He finds writing problems have a universal presence and recognition (Stern, 1983: 400). But these problems due to their orientation and nature have been acknowledged with varied definitions (e.g., Jing, 2005; Tajino, 1997). In Pakistan writing skills is based on rot learning which according to Silva, Leki, and Carso (1997) is a process of knowledge telling. Their written response will decide their 147