Introduction

Communication is indispensable in life. Because of this many people learn a lot of things.
They are able to expound their ideas, perceptions and reactions to the other people and also they
are free to exchange information to other. Writing is one form of communication. Writing is a
communication and an application knowledge obtained from learning a language (Go and
Pocesion, 2011). In school, understudies composing capacity is essential to their scholastic
execution since a larger piece of school exercises from researches, to assignments, and
examinations are all written.

According to Glaizier and Paige (2003). Figuring out how to compose well is imperative,
a standout amongst the most vital things you will do in your education. All things considered
written work is for the most part viewed as a troublesome ability and a mind boggling undertaking
(Jahin and Wafa, 2012). This is frequently credited to its innately complex attributes which as
indicated by Graham and Rogers (2008) "territory from mechanical control to imagination, with
great punctuation, learning of topic, consciousness of expressive traditions and different puzzling
variables in the middle." Writing is a procedure through which authors investigate contemplations
and thoughts, and make them unmistakable and concrete. It is a troublesome aptitude for local and
non-local speakers alike, for scholars should adjust different issues, for example, content,
association, reason, group of onlookers, vocabulary, accentuation, spelling, and mechanics. In
addition, it empowers considering and learning, spurs correspondence and makes thought
accessible for reflection. At the point when thought is composed down, thoughts can be inspected,
rethought, added to, revamped, and changed. Composing is particularly troublesome for nonnative
speakers since they are relied upon to make composed items that exhibit authority of all the
previously mentioned issues in another dialect (Wells, 2008).

Also, writing skills are a critical piece of correspondence. Great composition aptitudes
enable you to discuss your message without hardly lifting a finger to a far bigger group of
onlookers than through up close and personal or phone discussions.
 You may be called upon to compose a report, plan or methodology at work; compose a
concede application or official statement inside a volunteering part; or you may favor imparting
your thoughts online by means of a blog. Furthermore, obviously, an elegantly composed CV or
list of qualifications with no spelling or linguistic mix-ups is basic in the event that you need
another occupation.

Hence, writing plays an important role in our daily life, especially in workplace or school.
Writing is important because it is the primary basis upon which your work, youre learning, and
your intellect will be judgedin college, in the workplace, and in the community. Writing
expresses who you are as a person. Writing is portable and permanent. It makes your thinking
visible. Writing helps you move easily among facts, inferences, and opinions without getting
confusedand without confusing your reader. Writing equips you with the communication and
thinking skills you need to participate effectively in democracy.
 PROBLEMS

I. Writing Difficulties: Poor Writing Quality

In the study of Aragon, Baires and Rodriguez (2013) stated that The composition ability
troubles are a standout amongst the most noteworthy issues that influence not just local English
speakers, yet additionally several understudies that are learning English as a moment or, then
again outside dialect around the globe. The way that the last don't have enthusiasm for the
Piece field drives them to be poor authors, have low scores in their courses, increment the
mistakes in their homework, compose run-on sentences and make confused passages.
Numerous understudies have learned in secondary school to cover their absence of perusing
and composing abilities, so it is frequently troublesome for educators to recognize their
shortcomings until the point that understudies submit papers or take exams.

At that point composing insufficiencies are self-evident. Thus, it is critical to state that
scholarly composition includes numerous necessities that understudies must put into practice
to dodge troubles and confusions right now of composing papers or report papers. In addition,
self-methodologies impact students execution, as well as the adequacy of the strategies and
systems that instructors apply in their English Arrangement courses. Every strategy is valuable
with a few understudies yet falls flat with others, so composing needs to endure what's more,
educators must consider different procedures on the off chance that they need their
understudies to create powerful written work aptitudes.

In this way, understudies and instructors must cooperate as a group. On the off chance that
understudies need to enhance their composition aptitudes, just along these lines they will have
great outcomes also, they will see the distinction in their creations. Because of the necessities
that scholarly composition requests to understudies while conveying an English arrangement
at the Outside Dialect Division, it was important to do an examination, indicating regardless
of whether understudies had solid troubles for composing reports, papers and rundowns, or the
aptitudes that they can apply when requested syntheses, giving more pointers of students
disappointments and techniques and making teachers input simpler on the piece field. Great
composition requires hone and suitable input, which educators should never de-accentuate.
II.WRITING DISABILITIES

As indicated by the schools' showing designs, the 2006 instructive change The Knowledge
Promotion underlines the significance of perusing and composing aptitudes over all subjects. The
extent of utilitarian perusing and composing aptitudes fluctuates, contingent upon what is normal
and requested in various circumstances. Adequate aptitudes for perusing a straightforward comic
book are not really adequate for taking in a scholastic content in sociologies. There are likewise
unique desires for various review levels in school.

Some common signs of writing disabilities

Struggling with reading words

Making frequent mistakes when reading

Guessing

Reading very slowly

Reading monotonically and technically

Continuing to read words re-appearing in the text as if one has not read the word before

Reading and training has little effect

The development goes very slowly or stagnates

Difficulties understanding words, sentences, content and relationships in the text.

These signs become particularly apparent in reading unfamiliar texts.

Students with reading disabilities do not achieve fluency in reading and, at the same time, change

their reading method and speed according to their need. Therefore, it can become more difficult

for them to understand what they are reading. Additionally, it can become difficult to gain a deeper

understanding of the text, something that requires integrating ones own competency, experience

and knowledge in reading. The gain from reading, the experience of reading and the joy of reading
will likely be lower because, for students with reading disabilities, concentrating on the reading

itself takes too much effort from them.

III.LANGUAGE PROFIENCY: NEGLECTION OF WRITING TASK

Of the four language skills, writing has always been the main concern of EFL practitioners

and researchers (June, 2008). Writing requires knowing the factors that influence both its process

and product. It contributes to the development of learners cognitive skills in attaining the required

strategies in the learning process such as analysis, synthesis, inference, etc. (Bacha, 2002). Jafari&

Ansari (2012) mention the Iranian EFL students failure in writing. They state that the failure of

Iranian EFL students in L2 writing as effectively as they should, can perhaps be attributed to a

variety of factors including L2 writing instruction, lack of motivation, L2 writing feedback, lack

of target language proficiency and vocabulary, the interference of L1into L2 and psychological

variables such as anxiety. Salem (2007) explored the views of 50 male undergraduate students

majoring in English in relation to writing in English at the University Of Al- Azhar Egypt. Most

of the students felt overwhelmed when they were required to write on a certain topic. They did not

know how to start, how to develop their ideas or how to conclude the essay. They also lacked the

technical skills of writing acceptable compositions in English. They often repeated their ideas,

reported few if any valid points, made serious mistakes in grammar and punctuation, and included

irrelevant information. Huwari, Al-Khasawneh (2013) explored the reasons behind the weakness

of writing among pre-year studentsat Taibah University. The finding of this study showed that

students declared main themes behind their weakness of writing, such as grammatical weakness,

knowledge and understanding, less practice, and educational background. Latif (2007) aimed to

examine second language writing anxiety and writing self-efficacy in thecontext of English as a

foreign language in Egypt. The participants were 67 Egyptian English language teaching students.
The results indicated that second language anxiety was negatively associated with students

writing performance. Nacira (2010) conducted a study in which he analyzed some factors behind

students poor writing productions at Batna University. He stated that concerning the learners,

the findings revealed that the majority of the teachers assume that the effects of L1, lack of reading,

motivation, and practice result in students poor performances in writing. They added that these

difficulties occur at all levels of the sentence, the paragraph, and the essay.Several research

studies have indicated that international students studying at Asian universities encounter

challenges in coping with the writing demands in their disciplines Myles, J., & Cheng, L. (2003).

Hourani (2008:11) remarks that the primary causes of errors can be as follows: Interlingual errors

and intralingual errors. Interlingual errors are those which are related to the native language,

whereas intralingual errors are those which are due to the language being learned. Correction is

essential in helping students become more accurate in using the foreign language. Russel and

Spada (2006) stress that there is growing evidence that error correction is overall useful and can

be helpful in L2 learning.

In the case of Saudi male and female high school students, Almarwany (2008) confirms

what Elkl states with regard to the punctuation problems. Almarwany (2008) remarks that

students first language causes many writing problems. Among these problems arecapitalization

and punctuation. According to Almarwany (2008), the results of the test revealed that the students

committed various mistakes in grammar, organization, and, most importantly, in capitalization and

punctuation (p. 10). Like Elkl, she pointed out that errors in punctuation were the most frequent.

The findings indicated that errors in punctuation resulted frominadequate mastery of L2 rules as

well as Arabic interference. Due to inferior language proficiency, students apply L1 rules without

realizing that L1 and L2 have different systems of punctuation. There are some punctuation marks
commonly used in both Arabic and English, but suchcase is not true all the time. This case holds

only if there is a similarity between L1 and L2 that will lead to a positive transfer. Spelling is

addressed differently in several studies. Swan and Smith (2008) observe that all aspects of writing

in English cause major problems for Arabic speakers (p. 199). They discuss some of the major

differences between the two languages that cause Arab learners a lot of difficulties. For example,

Arabic is a cursive system that rarely recognizes words written in isolated forms of letters. To

illustrate, the Arabic equivalent word of the English word study" is ) ,)which is formed of

separate Arabic letters. However, it would be highly unusual to see this word, or most Arabic

words, written using separate letters. Another important difference they mention is that Arabic is

awriting system that runs from right to left, which makes Arab learners misread and sometimes

misspell words that contain letters with mirror shapes such as p and q and d and b. They also add

that the right-to-left writing system makes learners misreadletters within words by right to left eye

movement. For example, learners' mightmisread form for from. Bahloul (2007) believes that a

main cause of spelling errors and one that seems to cause most learners of English a big problem

in developing their spelling proficiency is the irregularity of the English writing system. This

irregularity appears to confuse learners from different language backgrounds, including native

speakers. The main cause of this irregularity is that, as Henderson (1981) indicates, there is no

one-to-one correspondence between the written word and its pronunciation. Hildreth (1962) also

attributes many of the spelling difficulties that most learners of English have to the

inconsistencies in English word structure

 SOLUTIONS

I.REDEMIDIES

In the study of Younes and Albalawi (2015) After discussing the result of their studies

using the descriptive statistics, namely, the percentages of the samples'

respoawqwwqwwweee3nses regarding the items on the questionnaire. The sample of the students

own-produced writing modules were manually checked and scored. They come up with a remedies

on how to improve writing qualities of the students. These are the following remedies:

1.1Remedies to Overcome Problems in Grammar

1. Grammatical concepts should be taught within a context.

2. Emphasize the mastery of grammatical concepts under study.

3. Heavy grammar practice should be emphasized.

4. Arabic should not be used to simplify the English grammar rules.

5. Focus should be on the fluency, not just the correctness or accuracy of

production.

6. Grammar rules should be taught while integrated with other language skills.

7. The focus of teaching grammar should not be on rote rules and memorization.

8. Teaching strategy of grammar instruction should not be form-focused rather than

communication focused.

1. 2- Remedies to overcome problems in punctuation.

1. Punctuation marks should be introduced within a context.

 2. Teachers should check the use of punctuation marks consistently.

3. Teachers should help students to recognize the similarities and the differences

between the Arabic punctuation system and the English one.

4. Teachers themselves should use punctuation marks in their writing modules.

5. Teachers should motivate students to further research punctuation marks to

scaffold their understanding.

6. Teachers should help students develop interest towards the use of the punctuation

marks.

1. 3- Remedies to overcome problems in spelling

1. Teachers should draw students' attention to fact that the origin of English words

makes learning their spelling difficult.

2. Students should learn the phonological differences between Arabic and English.

3. Students should read more.

4. Textbooks should help students to develop spelling proficiency.

5. Whet students interest to learn spelling.

6. Teachers be trained enough to help students overcome spelling deficiency

II.INCREASING WRITING TASK

In the study of Brarahti (2014), he stated that almost all learners mentioned that they wanted

to develop their writing skill in English. They suggest that written feedback on students writings

do lead to revisions on the final drafts and pointed out the students errors in a more
straightforward manner. (i.e: You are still weak in your grammar, wrong use of preposition,

and there is no such word etc). So, , it is easier for students to revise as the teachers specified

what errors the students made. Some students said that by doing group or pair activity writing can

improved . The students also proposed that lecturers should increase the number of writing tasks.

They believe that by doing so, they would strengthen their abilities in academic writing. Practice

time for writing and response that shows that they do not get sufficient scope practice writing in

the classroom. Moreover the reasons mentioned above, another major hurdle that students face is

the lack of time to practise writing in the classroom, with the teacher available for clarifying their

doubts and coping with the pressure to complete a set syllabus. Per week they hardly get time

practice English writing in the classroom and there is no scope for students to learn English beyond

the class room exposure. It is added that writing is rarely taught by the English teacher .Sometime

teachers ask them to write short essay on a topic but never bothers whether give them an ideas and

feedback about the topic and lastly put their signature. Similarly teaching vocabulary never

happens in the classroom. During the writing session the teachers writes on the board and ask

students to copy it and discussion never take place in the classroom and most of the students

hesitate and fear to ask anything to the teachers. Writing in English is a skill that is often neglected

in these classes, partly because the current textbooks do not have any writing activities and also

because teachers find writing quite a discouraging prospect in their classes. In these school context,

where exposure to English is typically limited to three periods each week, students receive little

practice in writing in English. When they do write, they find themselves confused with word

choice, grammatical use, organization and generation of ideas. They tend to translate ideas from

mother tongue into English, express ideas in long sentences, and are not aware of different kinds

of writing, thus making them unable to write. All most all participants were of the agreed that the
ESL syllabus was interesting because the lessons were about Indian national leaders like

contemporary Indian heroes, and poems are interesting but explaining in odia kept back eagerness

of the students interested.

III.READING

The results conducted by Petajen (2013) in Catanduanes State University says that
Teachers should provide more reasons for the student to read. Based on the four macro skills,
students will have difficulty on writing what to write and how to write them, if they have little
background, knowledge or influence from reading stories, novels, essays, poetry, etc. Let the
students have more writing activities and encourage proper correction on students written output
and on formal theme writing for them to be aware of the common mistakes in punctuation marks,
grammar, coherence on structuring their piece, etc. Students: encouraged to read more books to
widen their knowledge on different topics, wit on presenting and structuring ideas, and to increase
vocabulary power. Aside from reading, they should also watch videos or English movies. They
can learn by imitating the things they have listened to, and have insights on new wisdom. Try also
interactive games and drills online, it can enhance their skills on grammar, proficiency, vocabulary,
etc. And of course, practice writing to further develop skills
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