نوع المستند : المقالة الأصلية
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الكلمات الرئيسية
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عنوان المقالة [English]
المؤلف [English]
Appropriate academic writing in English as a foreign language constitutes a main problem to students of humanities at higher education institutions. This can be attributed to a fact that writing skill is the tool that coins knowledge within elaborated and organized tracks. This study is conducted to tackle the problems of the academic writing, and to poke through academic writing competence, and any ongoing project involving outside research of learners at the College of Social Sciences and Law of Kuwait University. The researcher discusses ways of providing sufficient scope to academic writing activities for under-graduate students to gain confidence, and speed in handling English to express their knowledge and answer questions in writing. The questions are taken as the basis for grading and assessing students' efforts. Meanwhile, the difficulties that students encounter in writing academically have also engaged a wide space of this research. Axiomatically, strictly controlled written utterances rests on differences between the native speaker's growth of language ability and that of a foreign learner. The foreign language – (Daborn, E. 2002)- thinks that learner, unlike the native speaker, lacks a functional command of English grammar, verbalizes his new experiences in his mother tongue, and is ill equipped to perceive the variances between styles and registers when promoting his thoughts and attitudes.
الكلمات الرئيسية [English]
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