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In writing, a complex intellectual task is to which many component skills are involved, some students are completely missing, some of which have only partially mastered. These capabilities include:
If the students are missing in these areas of skills, their letter may be unsatisfactory - from bad grammar and syntax to the unclear organization to weak arguments and arguments. Complicant affairs is the fact that many student readings are bad. For example, if you can not detect the main point of an argument in your measurement, you can obviously do not respond to this point in your letter. In addition, students often lack the metakognitive abilities in order to recognize the areas where their prior knowledge and skills are insufficient - and thus what skills they need to improve the skills.
During their high school career, most of our students do not write with the frequency we could expect, and they did not have the types of letters we need from them in their college years. In a study at George Washington University (2007), the first letter of the first year reported that the most commonly assigned high school writing tasks were required to provide and support opinions with a secondary emphasis on the summary and synthesis of information . Students were rarely required to criticize an argument to define a problem and propose a solution to compensate for their font to meet their readers needs or to revise them based on the feedback. According to a survey carried out by the Chronicle of Higher Education (2006), 61% of high school teachers said that their students have never written a paper that were more than five pages. As a result, students did not have enough practice to develop a series of demanding writing skills.
If the students are missing in these areas of skills, their writing can be unsatisfactory - from bad grammar and syntax to the unclear organization to weak arguments and arguments.
In addition, students may have learned bad habits in high school that they do not have to learn. For example, some students were taught in high school to avoid the first person and can therefore use awkward grammatical constructions to avoid it instead of learning the contexts when their use is appropriate.
Recognition of earlier experiences of the students with the writing and complex way of writing can help us make orders more effective and collect assistance, as students continue to improve their skills.