AP224 5E

EWC661: MAR–AUG 2021

ENGLISH FOR REPORT WRITING

Report title:
PROBLEM FACED BY QS STUDENTS IN PREPARING REPORT WRITING
FOR EWC661 DURING OPEN DISTANCE LEARNING (ODL)

FACULTY: FACULTY OF ARCHITECTURE, PLANNING AND

SURVEYING

PROGRAM: BACHELOR OF QUANTITY SURVEYING (HONS)

PROGRAM CODE: AP224

COURSE: ENGLISH FOR REPORT WRITING

COURSE CODE: EWC661

SEMESTER: 5 (MAR-AUG 2021)

GROUP NAME: GROUP 2

GROUP 1. HANIS KHALIESAH BINTI MOHAMMAD FOUZI

MEMBERS: (2020959789)

2. NAJMUDDIN AFHAM BIN AHMAD PAUZI (2020957383)

3. NUR SYAFIQAH BINTI ABDUL HALIM (2020970387)

4. SITI NUR HUMAIRA BINTI MOHAMAD ROSLAN

(2020982255)

SUBMITTED TO: MR. SHASHI KUMAR A/L KRISHNAN @ SHANMUGAM

SUBMISSION 12 JULY 2021

DATE:
 TERMS OF REFERENCE

The purpose of this report is to fulfill the requirement for subject EWC661 English for
Report Writing for session March to August 2021. This report was prepared for
AP2245E’s EWC661 lecturer, Mr. Shashi Kumar A/L Krishnan @ Shanmugam by the
group members consisting of Hanis Khaliesah binti Mohammad Fouzi, Najmuddin
Afham bin Ahmad Pauzi, Nur Syafiqah binti Abdul Halim, and Siti Nur Humaira binti
Mohamad Roslan. The report entitled ‘Problem Faced by Qs Student in Preparing
Report Writing for EWC661 during Open Distance Learning (ODL)’ took 14 weeks to
be prepared and was submitted on 12 July 2021.
 ABSTRACT

The aim of this study is to determine the common problems in preparing EWC661
report writing among Semester 5 Quantity Surveying undergraduates of Universiti
Teknologi MARA (UiTM) Shah Alam, Selangor. Fifty respondents from the Quantity
Surveying act as research sample in this study. This study employed descriptive
analysis and presented results in percentage and open answers. It was found that
majority of the respondents faced problems while preparing the written report. The
study also showed that most of their problems are related to the limitations due to
open distance learning (ODL). Some suggestions have been proposed regarding this
issue include giving adequate exposure as lack of guidance is one of the problems
identified.
 ACKNOWLEDGEMENT

We would like to express our deepest appreciation to all people who has contributed
to the completion of this report. A special thanks to our lecturer, Mr. Shashi Kumar
A/L Krishnan @ Shanmugam for guiding us throughout the preparation of this report.

Besides, we would also like to express my appreciation to group members who have
done their tasks well until all works are completed and managed to be submitted
within stipulated time. A special thanks to our family for their moral and financial
supports during preparation of this report.

Lastly, we would like to convey our deep appreciation to all respondents for their
cooperation in answering the questionnaire. The same goes to those who were
directly or indirectly involved during the completion of this assignment.

Thank you.
 TABLE OF CONTENTS

ITEM CONTENTS PAGE

NUMBER
i. Terms of Reference
ii. Abstract
iii. Acknowledgement
iv. List of Tables / Figures
1.0 Introduction
1.1 Background of study 1
1.2 Problem statement 2
1.3 Objectives of the study 2
1.4 Research questions 3
1.5 Definition of terms 3
1.6 Significance of study 3
1.7 Scope of study 4
1.8 Limitation of study 4
2.0 Research Methodology
2.1 Introduction 5
2.2 Preliminary stage 5
2.3 Literature review 6
2.4 Data collection 7
2.5 Data analysis 8
2.6 Conclusions and recommendations 8
3.0 Findings and Discussion
3.1 Problems faced by UiTM Shah Alam's QS students in 9-13
preparing report writing for subject EWC661
3.2 Other problems faced by students that are not specified 14
earlier
3.3 Suggestion of solution for the problem faced by the students 15-17
3.4 Other suggestions of solution for the problem faced by QS 18
Students that are not specified earlier
4.0 Conclusion and Recommendations 19
5.0 References 20
6.0 Appendices 21-32
 LIST OF TABLES AND FIGURES

FIGURE TABLE PAGE

NUMBER

Common problems faced by students:

1. Insufficient time 9
2. Communication issue 10
3. Site visit restriction 10
4. Topic related problems 11
5. Data collection process 11
6. Research respondent 12
7. Poor skill performance 12
8. Questionnaires and interviews 13
9. Limited information 13

Suggestion of solution for the problems:

10. Consideration in giving longer time 15
11. Participation from all group members 15
12. Suggestion of topics to ease selection 16
13. Giving guideline on questionnaire preparation 16
14. Frequent supervision by lecturers 17
1.0 INTRODUCTION

1.1 BACKGROUND OF STUDY

The COVID-19 pandemic in Malaysia is part of the ongoing worldwide pandemic of

coronavirus disease 2019 (COVID-19) caused by severe acute respiratory syndrome
coronavirus 2 (SARS-CoV-2). The virus was confirmed to have reached Malaysia in
late January 2020, when it was detected on travelers from China arriving in Johor via
Singapore on 25 January, following the outbreak of COVID-19 in Hubei.

Malaysia reported its first three cases on 25 January 2020, all of whom were Chinese
nationals who had visited the country. By 30 January, the number of cases had risen
to eight. In response, the Ministry of Health published guidelines on the virus and
established designated hospitals in all of Malaysia's states and federal territories to
manage any positive cases. Local authorities also advised Malaysians traveling to
China to stay away from animal farms and markets in that country.

Following several earlier suspected cases involving Chinese nationals, the Sabah
and Sarawak state governments suspended all direct flights with China. In response
to the rise in cases nationally, Prime Minister Muhyiddin Yassin announced that
Malaysia would enter lockdown on 18 March 2020.

Due to the lockdown, a lot of education institute needs to be shut down. After few
months of the lockdown,all public and private universities have moved all classes to
open and distance learning (ODL). Adapting to ODL have caused few problems to
the student and the lecturer. Some do have problems with the internet, and some
may have a few problems.

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1.2 PROBLEM STATEMENT

As quantity surveying students of UiTM Shah Alam, we must adapt to open and
distance learning (ODL). With a lot of credit hours taken per semester, a lot of
students faced various problems adapting to the ODL. In semester 5, we are required
to take EWC661, which is an English subject that requires us to learn and prepare
report writing. Due to tons of assignments, students faced problems in preparing their
report writing. A preliminary survey was made to identify whether the students do
have problems in preparing their report writing or not. The chart below shows the
result of the preliminary surveys.

97.50 percent of the student do faced problems in preparing their report writing for
EWC661 during ODL and only 2.50 percent does not faced problems.

1.3 OBJECTIVES OF THE STUDY

The aim of study is to investigate the problems faced by the students, the main
problems that the student faced and the appropriate solution to overcome the
problems.
i. To identify the problems faced by QS students in completing their report writing.
ii. To investigate the main problems faced by QS students in completing their report
writing.
iii. To find solution for QS students to overcome the problem faced by them in
completing their report writing.

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1.4 RESEARCH QUESTIONS

i. What is the problems faced by QS students in completing their report writing?

ii. What do they think is their main problem in completing their report writing?
iii. What is the best solution to overcome the problem faced by QS student in
completing their report writing.

1.5 DEFINITION OF TERMS

i. PROBLEMS
A matter or situation regarded as unwelcome or harmful and needing to be dealt with
and overcome.
ii. STUDENTS
A person who is studying at a university or other place of higher education
iii. REPORT WRITING
Creating an account or statement that describes in detail an event, situation, or
occurrence, usually as the result of observation or inquiry.

1.6 SIGNIFICANCE OF STUDY

The study is significance to student, lecturer, and the department. It is significance to

the students because it can help the student to identify their problem and the
solution to the problems. Meanwhile for the lecturer, they get to know the students’
problems and might be considerate to the student. Lastly, it is significance to the
department, so that they know how the student are struggling and will help in
preparing a simple yet efficient assignment to the student.

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1.7 SCOPE OF STUDY

The survey involved fifty respondents consisting of Semester 5 students from Faculty
Architecture, Planning and Surveying (FSPU) Universiti Teknologi MARA Shah Alam,
Selangor (UiTM). These respondents are required to prepare a written report as part
of assessment for subject EWC661. The duration of this study was 14 weeks,
starting from March 2021 until July 2021.

1.8 LIMITATION OF STUDY

The respondent will be among the Quantity Surveying students of UiTM Shah Alam
that have taken or is currently taking EWC661. The number of respondents require is
around fifty to hundred students.

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2.0 RESEARCH METHODOLOGY

2.1 INTRODUCTION

Research methodology is a technique used to perform more specific activities so that

the objectives of the study can be achieved. A systematic way of working is essential
for the success of this project. Research methodology is also very important for a
study because it can provide a guideline to the study either in terms of data search or
report writing. Therefore, the methodology of the study to be conducted aims to
explain the method adopted by the researcher. In making the selection of appropriate
methods for the study, factors such as the objectives of the study, the scope of the
study and the selected respondents should be considered so that the goal of the
study is to identify the main problems faced by students while preparing academic
writing. Therefore, the research methodology involves several stages, namely the
preliminary stage, literature review stage, data collection stage, data analysis stage
and the proposal and conclusion stage.

2.2 PRELIMINARY STAGE

This preliminary stage is the stage where the setting of goals, objectives, problem
statement, research background, scope, importance, methodology and arrangement
of research chapters will be conducted to ensure that the focus of the study does not
stray or run away from the topic studied. The findings of the title of the study were
through observations made on 3rd year students of the material measurement
diploma while they were preparing a topical study. In addition, a preliminary survey
was conducted to find out whether students had problems in completing the topical
study. 100 percent stated they had problems in completing the topical study.
The researcher chose the title of the problem faced by the students while completing
the topical study. But due to the lack of literature material that can be associated with
the topical study and the scope of the study is too small can result in the goals of the
study cannot be achieved. Therefore, the title was changed to the problems faced by
students in preparing topical studies.

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2.3 LITERATURE REVIEW

The literature review stage involves the method of reading scientific materials so that
all data related to the study can be obtained. At this stage the use of secondary data
is very important. Secondary data sources were obtained from reading books,
journals, annual reports, theses, newspapers, internet and so on. The purpose of this
secondary data is to obtain facts related to the problems faced by students in
preparing academic writing. Theoretical information will be obtained at this stage that
can strengthen the study to be conducted. In addition, the secondary data obtained
will also be used as a reference in producing quality boring questionnaires. Reading
this scientific material can also help researchers find problem statements for the
study conducted. Various information can be obtained in this stage of literature
review. Facts such as the definition of academic writing, types of academic writing,
types of academic writing that are commonly made by degree students measuring
materials and so on. All these facts are found through reading students' theses,
journals, and CI (course information). A total of 100 theses were selected by the
researchers, but only 10 of the theses stated the problems that students faced in
preparing their theses. Of the 10 theses, only 9 theses are applicable. There are 9
problems derived from the following thesis. Each piece of information that has been
found through this literature review has a specific purpose. To begin the description
of academic writing, the researcher has explained the definition of academic writing
which scholarly writing is done systematically. Then, the researcher explained about
the different types of academic writing. After that, the researcher explained about the
list of subjects that require students to prepare academic writing. This explanation is
necessary to provide an understanding to readers and researchers about academic
writing. After that, the researcher explained about the problems faced by students in
preparing academic writing to help the researcher ask questions to students.

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2.4 DATA COLLECTION

At the data collection stage, the study design needs to be stated. The data of this
study were obtained from a distributed questionnaire. It aims to get the main
problems faced by students in preparing topical studies.

The preparation of questions is based on the literature review mentioned earlier.

Various problems have been listed by the researcher according to the reading of the
literature review to facilitate the researcher to study the problems faced by students
in preparing a topical study. The questions asked were divided into 3 parts, namely
Part A, Part B and Part C. Part A aims to obtain information about the background of
the respondents. The questions asked in this section are the student's year of study
either year 1, year 2 or year 3. In Section B, the researcher states questions about
the problems faced by students in preparing topical studies. The structure of the
questions prepared by the researcher is according to the reading results as in
chapter two in the literature review. In part C, the researcher states if there are other
problems faced by the respondent but not stated in part B. The respondent can state
them in this part.

Each question answered by the respondent will be recorded and recorded. The
recorded answers are intended to facilitate the researcher to analyze each piece of
information provided by the respondents. All information and answers provided by
respondents will be analyzed to achieve the goals and objectives of the study.

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2.5 DATA ANALYSIS

The analysis stage of a study is the stage where all the information will be collected
and analyzed. This analysis is done by making a description of each word given by
the respondent. In Part A of the interview question that is the background of the
respondents, the researcher will describe in more detail about each data such as the
list of students in year 1, year 2 and year 3.

All information related to the difficulties faced by students in preparing academic

writing was collected to achieve the first and second objectives. To achieve the first
objective, which is to identify the problems faced by students in preparing academic
writing, researchers need to analyze all the information that has been obtained from
the literature review. To achieve the second objective, the researcher will analyze
each problem faced by the respondents through a questionnaire conducted.

2.6 CONCLUSIONS AND RECOMMENDATIONS

The last stage is the proposal and conclusion stage. Based on the analysis that has
been conducted, conclusions and recommendations will be made. This stage will
also state the achievement of the objectives and goals that have been set. All the
problems faced by students in preparing a literature review will be summarized in this
section.

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3.0 FINDINGS AND DISCUSSION

3.1 PROBLEMS FACED BY UITM SHAH ALAM'S QS STUDENTS IN

PREPARING REPORT WRITING FOR SUBJECT EWC661

Figure 3.1.1: Insufficient time

In this Part B, there are several problems that have been listed to identify which are
the most problem that students have gone through. For the first question, majority of
the respondent agreed that they have insufficient time to prepare report writing. They
agreed that the assigned period is too short for them to prepare and identify the
needs to prepare the writing report. Besides, the respondent also overloaded with
other works that need to be settle simultaneously which contribute to lack of time.

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Figure 3.1.2: Communication issue

The second question is regarding communication issue. Communication is vital to

carried out work to avoid misleading information. According to this bar chart, among
these three communications, the lack of communication with lecturer are voted the
most compared with the group members and the respondent in this survey. This
shows that students have problems in communicate with lecturer as they also have
other commitment too.

Figure 3.1.3: Site visit restriction

Site visit restriction is also one of the factor students having hard time to prepare
report writing for this subject. Some will may have to interview or having face to face
discussion. But due to this pandemic Covid-19, the respondent agreed that this
problem affect their work to complete their task.
Figure 3.1.4: Topic related problem

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Next question is topic related problem. The barrier that leading to this issue is
because students find difficulties in choosing topic as most of the topic propose to
their lecturer has been used by their seniors and collided with another group. The
lecturer sets to have genuine topic to proceed with their writing report. The
respondent also agreed that some lecturer would provide list of topics which seems
hard for the students to assigned. Thus, they are lagging in finding information
regarding the chosen topic.

Figure 3.1.5: Data collection process

Although this pandemic Covid-19 seems to affect many people, minority of the
respondent not agreed that they are having problem regarding data collection
process. As because the data can be retrieved easily by accessing through internet.
Despite the availability of internet facilities, the respondent still feels that the data
retrieved is insufficient or invalid to be use in their writing report for this subject.
Figure 3.1.6: Research respondent

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To complete this writing report for this subject, some topics might have to establish
survey form to achieve more certainty information regarding the topic’s problem.
However, obtaining the required number of respondents is challenging. According to
this bar chart, majority of the respondent did not answer the question, takes time to
answer the question and ignore or incorporate to answer the survey question are
most voted. All students are having same issue every year thus it is not unusual
issue.

Figure 3.1.7: Poor skill performance

Next, poor skill performance. The factor that respondent finds challenging to
complete the task is because they unable to hear or understand clearly regarding the
given question. 66% of the respondent voted agreed to this survey question.

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Figure 3.1.8: Questionnaires and interviews

Related to the previous question survey, the respondent agreed that sometimes the
questionnaire given are unrelated to the survey title which resulting in not assist in
attaining the desired outcome.

Figure 3.1.9: Limited information

Lastly, 40 respondents out of 50 respondents having limited online and offline

reading sources for literature review purposes. Some of journals and articles from
certain website need to pay fees and some were locked by the author thus lead to
difficulties to download the right information.

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3.2 OTHER PROBLEMS FACED BY STUDENTS THAT ARE NOT SPECIFIED
EARLIER

As can be analysed from this survey question, there are 50 respondent and only 17
were able to fill the blank and gave point out their opinion. Furthermore, about 10 out
of 17 answered were only said No. This is most probably because they thought that
there is no definite answer aside from the questionnaire above. However, there is
one respondent that answered about lack of understanding on the topic chosen. This
can be concluded that some of the students are having hard times in comprehend
the topic from the subject.

Next, students do not have better access in finding resources. This has shown that a
limited resources that making the student hard to understand the subject. In addition,
a respond about lecturer does not guide student well during preparation of report. As
we can see, the guideline that supposedly lecturer should explain were not explained
properly hence it resulted to students not understand about their work. On the other
hand, take more time to get respondents. This resulted that some students facing a
hard time in finding their respondent to answer their survey which makes them has
difficulty in carrying out their task.

Next, the respondent does not read the questions carefully that best fit with their
situation. This is most probably due to lack of resources for them to understand the
situation and question that has been given. Lastly, worry about biased and inaccurate
answers. This is because most of the students are anxious, they misunderstood of
the question.

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3.3 SUGGESTION OF SOLUTION FOR THE PROBLEM FACED BY THE
STUDENTS

Figure 3.3.1: Consideration in giving longer time

In this Part D, several suggestions of solution have been listed. The first is about
students should be given longer time for the preparation of writing report which 72%
voted strongly agree. If the students could not finish the task, lecturer should
consider in giving extension of time for about few days from the appointed date.

Figure 3.3.2: Participation from all group members

Next question, 78% respondent and 18% respondent each voted strongly agree and
agree about the solution which each member should participate in group discussion
to prevent any misleading issues.

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Figure 3.3.3: Suggestion of topics to ease selection

Third question, students should be given a list of topics to ease the selection.
Majority of respondent agreed as it can ease lecturer to give approval in short time so
that the students can proceed with their task immediately.

Figure 3.3.4: Giving guideline on questionnaire preparation

Next, 83% of the respondent voted for agree regarding the students should be given
proper guideline on how to prepare questionnaire. This purpose is to avoid the
question given to the respondent unrelated to the topic researchers which can may
not help in achieving the target response.

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Figure 3.3.5: Frequent supervision by lecturers

Last but not least, majority of the respondent agreed that the lecturer should
supervise students’ work frequently so they not to deviate from the guidelines.

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3.4 OTHER SUGGESTIONS OF SOLUTION FOR THE PROBLEM FACED BY QS
STUDENTS THAT ARE NOT SPECIFIED EARLIER

As we can be analyzed, from this section is that there are about 31 respondents have
answered this part and only 4 respondents have answered No. This is maybe
because most of the respondent thinks that there is no definite solution for this as this
subject is one of the University subjects and all students are obligated to take it with
no excuses. However, one respondent showed their answered which is No solution.
But would like to request that this subject EWC should not exist because it is a
burden to a bachelor student especially a final year student. The students in
Malaysia have already learn English language since standard 1. University
students is an adult that should be focus on their main courses (in this form is for
QS students) such as QS subject only (unless the students is a language
students). This subject might enhance a professionalism for the students, but this
should be required in the early semester such first semester. Those students who
sits for an elective subject at the final year of bachelor is because they are from
diploma. Diploma students had already learned all those elective subject for 3
years, and when they further studies in bachelor they need to sit for the same
elective subject and burden their mental health. Education system needs to be
revise. As we can understand from all the statement that are given from the
respondent showed that it is unnecessary for this subject to take it again during
degree as we have learned the same thing repetitive, and degree should be focusing
more on their courses subject and the University should look out thoroughly about
whether a certain subject should take it or not.

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4.0 CONCLUSIONS AND RECOMMENDATIONS

On the basis of the result of this study, some solutions have been suggested and
opinion from the Quantity Surveyor Students thus the results are mostly about the
limited resources and the inadequate of guidelines from the respective lecturer.
Furthermore, some of the various basic points should be taken into consideration
especially in dealing with the problems of writing a report for the EWC subject. For
example, adequate exposure in how the academic writing works especially in the
conventions term, academic words and phrases, and grammar also play a crucial
part in producing a satisfying piece of writing (Abdulkareem, 2013). Also, in writing
report should have a proper study on it whether the subject of EWC should be
adopted or not during semester 5 of degree because most of the students are
focusing on their core subject and are already pressure with the workload itself.
Some of the recommendation that could be is to ensure that whether this subject is
suitable or not to be teaching in this semester because most of the students has
studied a research subject in semester 3 which is the Research Methodology class.
Therefore, the academic or the coordinator of this course must look thoroughly with
this course.

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5.0 REFERENCES

1. http://jpipk.weebly.com/penulisan-akademik.html
2. http://sejarahum.tripod.com/pensyarah/sivaAKADEMIK.html
3. https://ms.wikipedia.org/wiki/Pengumpulan_data
4.https://www.unipeq.com.my/teknik-pengumpulan-data-dan-penyediaan-laporan-
penilaian/

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6.0 APPENDICES

6.1 SAMPLE OF QUESTIONNAIRE

Title: Problems in preparing report writing for EWC661 among QS students

Part A: Respondents Background (Select your background details).

1. Your gender:
Male

Female

2. Current year of study:

First year/

Second year

Third year

Part B: Problems faced by UiTM Shah Alam students in preparing report

writing for subject EWC661 (Circle the number under the initials that applies.
Y=Yes; N=No; U=Uncertain).

1. Insufficient time (e.g; the assigned period is too short / too busy with other
works).
Y/N/U
2. Communication issue (e.g; lack of communication between group members,
lecturers and respondents).
Y/N/U

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 3. Site visit restriction (e.g; restrictions imposed on sites due to covid or other
reasons).
Y/N/U

4. Topic related problem (e.g; difficulties in choosing topic / the given topic is
too tough).
Y/N/U

5. Data collection process (e.g; the data retrieved is insufficient or invalid).

Y/N/U

6. Research respondents (e.g; respondents did not answer the questions / they
take time to answer the questions).
Y/N/U

7. Poor listening skill (e.g; unable to hear clearly when conducting interviews
with respondents).
Y/N/U

8. Questionnaires and interviews (e.g; students do not provide the questions that
they want to ask the respondents / the questions asked do not help much in
completing research).
Y/N/U

9. Limited information (e.g; limited online and offline reading sources).

Y/N/U

Part C: Other problems faced by students that are not specified in Part B.

10. If you have other problems than those mentioned above, please state here:

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6.2 LITERATURE REVIEW

Name: South Florida Reporter

Date: 10th April 2021

1. Unable to write thesis statement.

They are not able to write a clear understandable and strong thesis statement.

2. Lack of evidence.
They do not provide enough proof of evidence to clarify their viewpoint.

3. Writing an introduction using confusing words or language.

You should be careful with what you are going to cover.

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4. Unawareness of the target audience.
You may have plenty of problems in writing if you are not familiar with whom you are
going to write essay for.

5. Lack of relevance reference.

Essay contains no reference, then your teacher may doubt the legitimacy and
relevance of its data, and this can cause problem with writing.

6. Unclear or weak analysis.

Have plenty of problems in writing as they do not provide solid analysis and the
overall text is unclear to the reader.

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Name: Dr El Sadig Ezza
Date: 8th April 2021

1. Provide only lip service to the students writing needs since a close examination
would show that they reduce writing to a mere exercise in the English grammar.

2. These writing routines are not directly related to the writing training that the
students receive.

3. Generally observed that they could not write CVs, application letters, etc. not even
in a least professional way.

4. That faculty laments the poor written examination answers not in terms of content
but rather in terms of textual organization.

5. The students have not been trained in this form of academic writing; they could
not, therefore, be expected to master these “writing conventions as part of learning
their subject knowledge.

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6. The student-writer is not clear about the communicative value of the writing tasks
he/she is required to perform.

7. The writing themes, e.g., private, and public schools in California, American social
security system, etc. could not sensibly be expected to enrich the students’ academic
writing skills.

8. Such a kind of implicit teaching of academic writing, so to speak, would render the
students accountable for writing tasks that they have not been sufficiently trained to
perform.

9. Academic writing is often invisible dimension of the curriculum, that is, the rules or
conventions governing what counts as academic writing are often assumed to be part
of the commonsense knowledge students have.

10. Disadvantage since the little input they received during pre-college stage could
not help them build sufficient “common sense knowledge” to deal with the functions
of academic writing at college level.

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1. That it is not a simple cognitive activity; rather it is believed to be a complex
mental production which requires "careful thought, discipline and concentration.

2. Differentiating between written and spoken words and phrases, reviewing

grammar including subject-verb agreement and joining sentences together to make a
coherent paragraph.

3. Generating ideas about their topics could be also a barrier that hinders students to
move on in their writing.

4. To read and then to write in their own words.

5. Lead to grammar mistakes which may make students reluctant to paraphrase and
summarize other's work.

6. Students might come from different cultural backgrounds where they are fully
dependent on teachers.

7. Have not been trained to be critical thinkers.

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1. Significance topics and relevant references
Students might be unfamiliar with their teacher's expectations with respect to
selecting the appropriate literature from the wealth of publications available.

2. Expressing their own voice

They sometimes do not have sufficient background information about the issue they
are writing about. Another reason might be the lack of confidence. That is, students
may feel they are not as experts as those writers who are both experienced and
intelligent, as they think. Consequently, they might feel unconfident to include their
ideas among those of other writers. Becker (1986, cited in Murry & Moore, 2006)
comments on that by advising students to never underestimate their aptitudes for
skillfully expressing their own views.

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Name: Josef Schmied
Date: 10th April 2021

1. Compatibility of data
A major problem of comparative research in academic writing has been the
availability of a compatible database.

Academic writing on the web, as in Google Scholar, may be useful for finding usage
patterns involving rare linguistic forms but the reliability of the web as corpus in
limited. Googlelabs currently includes 5.2 million books published in English between
1800 and 2000, approximately 361 billion words. The usefulness of this tool for
historical comparisons (even of rare collocates) is demonstrated by Haase.

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Name: Waldan Magazine
Date: 15th April 2021

1. Choosing the right topic.

Your research topic is the foundation on which everything else rests, so it’s crucial to
choose carefully.

2. Choosing the right methodology.

Once you have chosen a topic, you’ll need a methodology—a procedure for
conducting your research—in order to move forward.

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3. Assembling a research team.
Research is never done in a vacuum. Once your topic and methodology are in place,
you will need a research team to support you, as well as study participants.

4. Finding study participant.

Once you have your team together, it is time to conduct your study, and that means
finding participants.

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5. Getting institution to participate.
Sometimes recruiting study participants requires going through institutions, which may put up
barriers, particularly if your research is controversial or sensitive, and this presents an additional
challenge.

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