Writing Problems
Topic: Writing Problems
As English has been likely the most popular medium of instruction for many courses at higher education institutions, learning English will enable students to meet essential requirements in their academic subjects and perform well in the professional contexts (Adams & Keene, 2000). In these circumstances, the students are often demanded to submit some specific writing assignments like article reviews, proposals, projects or research reports. However, they are likely to face a number of writing problems in vocabulary, organization of ideas, grammar and referencing. The main causes of these issues may arise from internal English fundamentals (poor vocabulary, lack of knowledge and motivation), environmental reasons (the frequent use of native language, limited opportunities to practice English) and English teaching techniques (lack of writing practices; unskilled and inexperienced English teachers). In response to these writing problems, as pointed out by Russell (1991) and Ober (1992), it is recommended that several teaching practices, such as using fun mini-games to inspire students in learning English, reading academic-specific materials extensively and assigning additional volumes of writing tasks in discipline-specific courses, should be applied to strengthen students’ writing skills. In addition to teachers' efforts, the students are required to spend more time enriching their vocabulary and grammar as well as reading different sources of English academic writing.
Reference:
Adams, K., & Keene, M. (2000). Research and writing across the disciplines (2nd ed.). California: Mayfield Publishing Company.
Russell, D.R. (1991). Writing in the academic discipline: A curricular history, 2nd ed. Carbondale, IL: Southern Illinois University Press.
Ober, S. (1992). Microwriting: A guidance approach to developing business writing skills Bulletin of the Association for Business Communication, 55(1), 42-46.
As English has been likely the most popular medium of instruction for many courses at higher education institutions, learning English will enable students to meet essential requirements in their academic subjects and perform well in the professional contexts (Adams & Keene, 2000). In these circumstances, the students are often demanded to submit some specific writing assignments like article reviews, proposals, projects or research reports. However, they are likely to face a number of writing problems in vocabulary, organization of ideas, grammar and referencing. The main causes of these issues may arise from internal English fundamentals (poor vocabulary, lack of knowledge and motivation), environmental reasons (the frequent use of native language, limited opportunities to practice English) and English teaching techniques (lack of writing practices; unskilled and inexperienced English teachers). In response to these writing problems, as pointed out by Russell (1991) and Ober (1992), it is recommended that several teaching practices, such as using fun mini-games to inspire students in learning English, reading academic-specific materials extensively and assigning additional volumes of writing tasks in discipline-specific courses, should be applied to strengthen students’ writing skills. In addition to teachers' efforts, the students are required to spend more time enriching their vocabulary and grammar as well as reading different sources of English academic writing.
Reference:
Adams, K., & Keene, M. (2000). Research and writing across the disciplines (2nd ed.). California: Mayfield Publishing Company.
Russell, D.R. (1991). Writing in the academic discipline: A curricular history, 2nd ed. Carbondale, IL: Southern Illinois University Press.
Ober, S. (1992). Microwriting: A guidance approach to developing business writing skills Bulletin of the Association for Business Communication, 55(1), 42-46.