Second language writing research has focused on the learning-to-write approach whose analytic and pedagogical goal is to develop L2 learners' writing proficiency. Equally important is the writing-to-Iearn approach that uses writing as a primary tool for content learning. Drawn from writing across the curriculum (WAC) movement in North America, the writing-to-Iearn approach integrates writing into content instructions across various disciplines. Considering that Korean universities have increased English-mediated courses, it is timely to explore how the writing-to-Iearn approach can be used for content learning in English. Writing in this approach is considered to demonstrate whether and how students understand and undertake the course content presented in the assigned readings. The present study examines in-class timed writings produced in a course for English majors at a university in Korea. The student writings were analyzed and classified into four distinctive categories in terms of how they use sources in their writings. The data analysis demonstrates the types of problems these students have in processing complex texts and specifies an array of distinctive ski lls they need to be fully proficient.

I. INTRODUCTION
II. REVIEW OF LITERATURE
    1. Academic Writing across the Disciplines
    2. L2 Writing Research for Writing-to-Iearn Approach
    3. Reading Comprehension Shown in Writing
    4. Research Purposes
III. RESEARCH DESIGN
    1. Analytic Precepts
    2. The Course and Participants
    3. Procedure
IV. RESULTS AND DISCUSSION
    1. Minimal or Uncertain Use of Sources
    2. Excessive Reliance on Summarizing
    3. Using Direct Quotations
    4. Cases of Advanced Writers
V. CONCLUSION
REFERENCES

• Yo-An Lee(English Department Sogang University)