Name: John Patrick T.
Navarro Date: Septerber 23
Subject: Eng201 swadasdas
Author Original text
Argumentative essay/ Academic An academic essay is a document that
essay has a defined structure – an introduction,
Bryne a body and a conclusion. It is a specific
writing genre that functions within a set of
norms, rules, and conventions.
Moreover, Bryne identified a writing style
of an academic essay. There are a
number of academic stylistic conventions
to be followed when writing. It uses
Standard English avoiding American
spellings. It makes use of the third
person unless otherwise directed. It
avoids slang terms, clichés and colloquial
expressions. It avoids gender bias and
sexist language. It does not make use of
emotive language. It is direct – use the
active rather than the passive voice.
Most importantly, it must be concise.
Code: 04911
Paraphrase
A scholarly exposition is a report that has
a characterized structure – a
presentation, a body and an end. It is a
particular composition classification that
capacities inside a lot of standards,
principles, and shows. In addition, Bryne
recognized a composition style of a
scholastic exposition. There are various
scholarly expressive shows to be
pursued when composing. It utilizes
Standard English staying away from
American spellings. It utilizes the third
individual except if generally coordinated.
It keeps away from slang terms,
banalities and casual articulations. It
maintains a strategic distance from
sexual orientation predisposition and
misogynist language. It doesn't utilize
emotive language. It is immediate –
utilize the dynamic instead of the aloof
voice. In particular, it must be brief.
 Cohen (1994) regards content,
Cohen (1994) organization, register (appropriateness of
level of formality), style (sense of control
and grace), economy, accuracy (correct
selection and use of vocabulary),
appropriateness of language conventions
(correct grammar, spelling and
punctuation), reader's acceptance
(soliciting reader's agreement), and
finally, reader's understanding
(intelligibility of the text) as the major
dimensions of the writing construct.
In another study, Attali and Powers
Attali and Power (2008) (2008) focus on the same features, but
substitute organization and development
with essay length, which is easier to
measure using computers. They found a
very high correlation between the two
features and essay length (around .95)
and reported essay length as “the most
important objective predictor of human
holistic essay scores” (Attali & Powers,
2008:6). That is to say, the longer the
Cohen (1994) respects content,
association, register (propriety of level of
custom), style (feeling of control and
elegance), economy, precision (right
choice and utilization of jargon),
suitability of language shows (right
sentence structure, spelling and
accentuation), peruser's
acknowledgment (requesting peruser's
understanding), lastly, peruser's
understanding (comprehensibility of the
content) as the significant elements of
the composition build.
In another examination, Attali and
Powers (2008) center around similar
highlights, yet substitute association and
advancement with paper length, which is
simpler to quantify utilizing PCs. They
found a high connection between's the
two highlights and article length (around
.95) and detailed exposition length as
"the most significant target indicator of
human all encompassing paper scores"
(Attali and Powers, 2008:6). In other
words, the more extended the
 Based on the recent study entilted,
Writing Challenges “Writing Difficulties and Quality of
Pablo and Lasaten (2018) Academic essays of Senior High School
students” by Pablo and Lasaten (2018)
the study concludes that the Grade 11
SHS students in the Schools Division of
Laoag City have difficulties in all areas in
writing academic essays. The prevalent
difficulty of the students in terms of
content and ideas is the absence of
variety of ideas, while for organization is
the absence of connectives. For
vocabulary and word choice, the
students’ most prevalent difficulty is the
use of incorrect word and word usage,
while for language use is the poor
sentence structure. Meanwhile, the
prevalent difficulty of the students along
formality and objectivity is the evident
use of first and second person pronouns,
while for referencing is the lack of
citations.
In view of the ongoing examination
entilted, "Composing Difficulties and
Quality of Academic articles of Senior
High School understudies" by Pablo and
Lasaten (2018) the investigation infers
that the Grade 11 SHS understudies in
the Schools Division of Laoag City
experience issues in all territories
recorded as a hard copy scholarly
papers. The pervasive trouble of the
understudies regarding substance and
thoughts is the nonappearance of
assortment of thoughts, while for
association is the nonattendance of
connectives. For jargon and word
decision, the understudies' most
predominant trouble is the utilization of
inaccurate word and word use, while for
language use is the poor sentence
structure. In the interim, the common
trouble of the understudies along custom
and objectivity is the obvious utilization of
first and second individual pronouns,
while for referencing is the absence of
references.
Alinsunod (2014) Alinsunod (2014) conducted a study on
common writing errors which
primarilyfocused in identifying the writing
errors of the Engineering students. She
found out that thedifficulties experienced
by the ESL students are hard to escape.
The sampled actual writing problemsand
self-reported writing difficulties only prove
the existence of language learning
problem. There ismuch to be regarded
with the writing skills of ESL learners.
The difficulties reported by the
studentssimply shows how this skill at
times maybe disregarded by others.
Alinsunod (2014) directed an
investigation on basic composition
blunders which primarilyfocused in
recognizing the composition mistakes of
the Engineering understudies. She
discovered that thedifficulties
experienced by the ESL understudies are
difficult to get away. The inspected real
composing problemsand self-detailed
composition troubles just demonstrate
the presence of language learning issue.
There ismuch to be respected with the
composition aptitudes of ESL students.
The challenges detailed by the
studentssimply indicates how this
aptitude now and again perhaps
dismissed by others.
Error Analysis
Brown (1980) cited by Haysim, 2002:43
Error analysis is given by Brown (1980,
cited by Hasyim, 2002:43), when he
defines error analysis as the process of
observing, analysing, and classifying the
deviations of the rules of the second
language and then to reveal the systems
operated by a learner. Similarly, Crystal
(as cited by Hasyim, 2002:43) proposes
that error analysis is a technique for
identifying, classifying and systematically
interpreting the unacceptable forms
produced by someone learning a foreign
language.
Mistake examination is given by Brown
(1980, refered to by Hasyim, 2002:43),
when he characterizes blunder
investigation as the way toward
watching, breaking down, and grouping
the deviations of the standards of the
subsequent language and after that to
uncover the frameworks worked by a
student. Additionally, Crystal (as refered
to by Hasyim, 2002:43) recommends that
mistake investigation is a strategy for
recognizing, characterizing and efficiently
translating the unsatisfactory structures
created by somebody learning an
unknown dialect.

Corder (1981) Corder (1981) stresses that the function
of error analysis is useful in its relevance
to language teaching and the study of the
language acquisition process. He further
emphasizes that a good understanding of
the nature of error is necessary before a
systematic means of eradicating them
could be found, and the theoretical
justification, which claims that a study of
learners' errors is part of the systematic
study of the learners' language which is
itself necessary to an understanding
of the process of second language
acquisition.
Corder (1981) stresses that the capacity
of mistake investigation is helpful in its
pertinence to language educating and
the investigation of the language
obtaining process. He further
underscores that a decent
comprehension of the idea of blunder is
important before a deliberate methods for
destroying them could be found, and the
hypothetical defense, which claims that
an investigation of students' mistakes is a
piece of the methodical investigation of
the students' language which is itself
important to a comprehension of the
procedure of second language obtaining.
Gorbet (1979) The term 'Error Analysis' implies that the The term 'Error Analysis' infers that the
focus of the students' errors. But this is focal point of the understudies' mistakes.
misleading. Althoughanalyzing errors is Be that as it may, this is deluding.
certainly involved in an Error
Althoughanalyzing mistakes is
Analysis,much more is
unquestionably engaged with an Error
implied.Essentially it is a theory Analysis,much more is
developed toexplain the learning
implied.Essentially it is a hypothesis
processes involved in acquiring a second created toexplain the learning
language and in this sense it is first and procedures associated with gaining a
foremost a language learning
subsequent language and in this sense it
theory.1The assumption underlying the is above all else a language learning
theory is that errors are evidence of a theory.1The supposition basic the
learner's language system, which is not hypothesis is that blunders are proof of a
the system of the target language, but a student's language framework, which
system of some ‘other' language. And the isn't the arrangement of the objective
theoretical objective of Error Analysis is language, however an arrangement of
to describe the 'other' language.2. some 'other' language. What's more, the
hypothetical target of Error Analysis is to
portray the 'other' language.2.
Some errors can be attributed to A few mistakes can be credited to
weaknesses or failure of memory shortcomings or disappointment of
(Gorbet, 1979).He added that the theory memory (Gorbet, 1979).He included that
of error the hypothesis of blunder
analysis proposes that in order to learn a
language, a person creates a system of investigation suggests that so as to
„rules‟ from the language data to which become familiar with a language, an
he is exposed; and this system enable individual makes an arrangement of
him to use it. „rules‟ from the language information to
which
he is uncovered; and this framework
empower him to utilize it.