Help with writing college essays

Oluwadiya (1992) in her research work came out help with writing college essays with a disquieting discovery: She says many teachers in Nigeria are not aware of the shift from the traditional writing approach (the product- approach) to the Process-oriented Approach. The researcher, therefore, carried out a scholastic review of the current texts in circulation at the secondary school levels in Ekiti and Ondo States, it was discovered that, the authors of the recommended textbooks feature the product approach in their English Language textbooks in circulation and English Language teachers have been employing the Product approach to teach the students essay writing.

Therefore, the researcher employed the Process Approach to observe its effects on the writing skill development of the students.

Specifically, the purpose was to examine the plausible influence this writing approach would have on second language writing skill development.

Awareness of this among language teachers may assist the language teachers in the teaching of Essay Writing for better performance. Research Hypotheses In order to answer the questions raised on this study, the following null-hypotheses were tested at 0.

HOi There would be no significant difference between the pre-test scores of the students in the Control and Experimental groups.

H0 2 There would be no significant difference in the post-test scores of the students in the Control and Experimental groups. HO 4 There would be no significant difference between the Pre-test and Post-test scores of the students in the Experimental group. HO5 There would be no significant difference between the Pre-test and Post-test scores of the students in the Control group. Scope of the Study The study covered two states in the southwestern part of Nigeria.

The predominant Language in these states is Yomba Language which is one of the three major languages spoken in Nigeria.

All the students have English as a second language. The students were all in boarding house, which guaranteed their appropriateness for experimentation.

The sampled schools are in the respective state capitals. The help with writing college essays two schools had been presenting students for final examinations for more than two decades. Factors Militating Against Second Language Acquisition 2. Juxtaposition of the Basic Approaches -Product and Process 4.

Composition Writing in English Language by Second Language Learners. Hence, that it is new does not make its newness the only factor that affects the acquisition of the language but there are other factors. Language acquisition is dependent on a few numbers of notions. This includes the notion of a critical period in language development which refers to the period when the human organism is said to be sensitive specifically to a definite aspect of language acquisition. Neuro-physiological theory addresses the lateralization of the brain.

Psychological factor: the psychological composition of an individual is another important determinant in acquisition and performance in language.

This is broken down to cognitive, intellectual functioning experience, attitude, motivation and cultural factors.

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How aptly to reason and engage help with writing college essays in intellectual activities, what gears the learner towards acquisition and the importance of the knowledge of such language in the society is addressed under this. Environmental factors like auditory input, stimulation, semantic input and syntactic output for example, if an individual manifests high degree of learning retardation as a result of certain environmental factors, learning a new language becomes an herculean task. Moreover, the cultural aspect may hinder or enhance learning. For example, in some cultures, parents - especially mothers are said to talk to their female children very constantly. Female children under such a culture perform better linguistically than their male counterparts. Published by Canadian Center of Science and Education 19 www. Composition teaching and writing is more difficult than teaching and practicing other language skills.

This is in agreement with the views of Bell and Burnaby (1984) that writing is an extremely complex cognitive activity in which the writer is required to demonstrate control of a number of variables simultaneously.

By implication, it means the writer must plan the content, format, sentence structure, vocabulary, punctuation, spelling and formation of ideas. White (1981) in Nunan (2000) expresses his view that "Writing is not a natural activity. All physically and mentally normal people learn to speak a language. It is right from this perspective that the teaching and learning of writing should be organized and accompanied with concerted effort of the language teacher and careful approach of the students. Complexity also arises in language teaching according to Lado (1983) highlighting the variations among language teachers with regard to their qualifications and the time allotted to the teaching of any of the macro skills. He says further that the teacher may speak the language natively or he may have studied it on second language basis. It is therefore obvious that some teachers may either gloss over or ignore certain basic skills they find problematic themselves in the teaching processes. All the other macro-skills of language are taught without facing serious challenges on how to coordinate ideas, thoughts and the application of the mechanics as it is required in writing skill.

The students are confronted with what is expected of them by conventions of written English to express themselves at a far more precise level of grammatical accuracy and rhetorical organization and so if care is not taken, they become confused and bored with composition writing. This is why the teacher must decide which approach he must employ to get the students along. The first popular approach in the teaching of writing is the traditional product-oriented approach. This approach focuses on the product - the written text that serves as the model for the learner. It was believed that if a model text written by an accomplished and competent writer is given to students to read, the students imbibe all the good qualities of writing and thus become good writers.

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