Abstract
Student writings generally lack refinement. Lengthy and unstructured writing makes the information less coherent. It appears as speech in written form. Such writing is difficult to comprehend. The text should be “more designed, selected, and organized.”
 This study defined the problem of student writing as “the written language of spoken language.'” It was delineated as an “expression of psychology unrelated to the subject,” “unnecessary repetition of the same word,” and “strengthening of friendly functions rather than delivery of information.” Finally, it explained writing as an “instructional expression.”
 This study found that a meticulous rhetorical strategy could increase readability and persuasion. Along with that, writing education needs to be conducted in this direction. Follow-up research will discuss specific educational measures.
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