The title, “Supporting Web-Based Learning in III Structured Domains Using Question Prompts: the Value of Providing Written Answers” is honest and tempting to readers. It acts as a clear indicator of the purpose of the research article. By reading the title, the reader gets an idea of the subject discussed in the research article. The title puts the reader in suspense of knowing the importance of providing written solutions during learning. Abstract The abstract of the article provides an overview of the research paper by making the results of the research clear. It encourages the reader to look at the development of the research objective and the pertinence of the conclusions made. The abstract in this research article clearly states the question under investigation and the scope of the research. The first sentence of the abstract states, “This study investigates the effectiveness of two variants of prompting strategy that guides students to focus on important issues when learning through cases in an ill-structured domain” (Loannis & Pantelis, 2011p. 1). It gives the scope of the study by stating that three groups of learners were used. According to the research article, the groups were divided into three, and this included the control group, the writing condition group, and the thinking condition group. It further gives the results of the study by stating, “Overall, the study provides evidence that the implementation of prompting techniques in computer-assisted learning environments may lead to improved outcomes when combined with the requirement that students provide their answers in writing” (Loannis & Pantelis, 2011p. 1). By making the achievements of the study clear, the abstract enables the reader to comprehend the contents of the research article. Has the work been located in the context of existing literature? The research work documented in this article has been located in the concept of existing literature. For instance, in the introduction, the research article states that previous research shows that questioning tactics are likely to improve learners’ skills in “ill-structured problem solving” (Loannis & Pantelis, 2011p. 2). The theoretical background of the study as shown on page 3 proves the idea that the study has been located in the concept of existing literature. This part clearly states that previous studies on the role of query prompts show that different types of prompts can assist students in improving their cognitive and metacognitive learning skills. According to the research article, previous studies show that the use of question prompts has constantly proven to be effective in different learning environments. Previous research has stated in the article shows that learners who get prompts in important problem-solving cases do better than their counterparts. The research article states, “there is a need for further investigations that will empirically validate theoretical perspectives on how to maximize the beneficial impact of scaffolding techniques in various learning situations” (Loannis & Pantelis, 2011p. 4). Is the paper relevant to the topic of learning and readers? The research paper is relevant to the topic of learning and readers. The paper draws the reader’s attention since the reader is in