Abstract
The main objective of this study was to assess the qualities of academic writing in senior essays of English graduates, the case of Dire Dawa University. In this study, qualitative method was employed to conduct the research. The participants of the study were all English Language instructors (advisors) who were involved in advising English graduates. The reason for taking merely advisors is that the researcher thought that they are most probably familiar to the students’ writing problems than other instructors who were not involved in advising. Three data collecting instruments were used to carry out this study. Namely, document analysis, focus group discussion and semi-structured interview, and the results were interpreted and analyzed comparatively in order to answer the basic research questions. To do these, 50% (twenty one) senior essay documents out of forty two were interpreted and analyzed. Focus group discussion was performed with eight English advisors as well as to triangulate or to validate, semi-structured interview was employed with eleven instructors together with the participant instructors in the focus group discussion; and results were comparatively discussed and analyzed. As the results showed that almost all of the students’ senior essays have problems when they have been seen in terms of academic writing. Based on the findings, it was suggested that students should learn the basic courses such as advanced and academic writings. Besides, they should take research courses at the university. It was also recommended that instructors should help them for giving feedback and valuable comments. Key words: Academic writing, qualities, assessment and senior essay.
Highlights
The ability to write academic papers is widely regarded as one hallmark of higher education graduates
First; the results obtained from sample senior essay documents were interpreted and analyzed in terms of the qualities of academic writing and based on the criteria given in Appendix A t o D with evidence; second, the results gained from focus group discussions were interpreted and analyzed from field notes with supportive evidence
As most of results found from three of the instruments indicated that almost of all papers did not fulfill the qualities of academic writing
Summary
The ability to write academic papers is widely regarded as one hallmark of higher education graduates. As Hirayanagi (1998) and Takagi (2001) note, English as second language students often find it difficult to produce academic papers of good quality that can satisfy. Language difficulties are not the only part of the problems; often students are unfamiliar with the convention of English academic papers. Academic writing is not easy for most students, especially for non-native speakers. It is more difficult for students who have different cultural, educational, and linguistic backgrounds (Casanave and Hubbard, 1992). Students have to struggle with resolving the difficulties both on an academic level and on conflicts due to cultural, educational and linguistic differences to meet academic writing requirements (Thesen, 1997), they cannot do it successfully. Failure of using quality academic writing in their senior essays occur and this may lead students to emotional stress, tension and slow academic development
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