There are 864 universities, 40026 colleges and 11669 Stand Alone Institutions in India. An average number of Ph.D. research scholars during the year 2012-17 is 117621 (Government of India 2018). We supply the largest amount of trained human resource to the world. However, India’s share of research publication in 2014 is only 4.2 percent of the global publications. France, Japan, and Sweden are top in scientific publications. These countries are not English speaking countries. However, these countries contribute a large number of research publications in English. The number of people who can speak English is more in India than the European countries. More interestingly, more people speak English in India than in the United Kingdom. Next, to the United States, India is the second largest English speaking country in the world. In spite of all these substantial and relative advantages, India could not transform our diversity in nature, society and culture and the linguistic advantage of English for the creation and dissemination of knowledge. Many factors can be identified for our backwardness in the academic publication. Relative incompetence in the academic language of an average Indian scholar is one of the prime factors. 2. The scope of this workshop: Efficiency in academic writing (scientific communication) among students, researcher and teachers positively correlate with the quality and quantity of research publication across the disciplines. However, none of the Indian public Universities except Dravidian University give required attention towards the capacity building in academic writing in postgraduate programmes. On the contrary, training in academic writing is an obligatory component in university education in developed nations where the research publication is relatively very high. This is the first time in India; this issue is addressed with a concrete proposal for a training programme. Therefore, this proposal is a pioneering one in this kind in India. 3. Objective: This one-day workshop will help you to acquire the skill of academic writing by exposing the principles at first and you will be engaged in the practices of structural and componential competence of academic writing.

The low rate of publications in internationally reputed scientific journals has become one of the main concerns of many Indonesian academicians and universities as these organisations are expected to contribute to knowledge and improve academic quality. One of the contributing factors is the researchers’ mastery of English to write for international journals. This paper examines lexical density and reading ease of scientific papers, some of the indicators used for evaluating the quality of scientific writing. This study adopted three methods from Halliday (1985), Flesch (1948) and Gunning (1952) in determining the lexical density, fog index and reading ease. These three determining factors were then statistically calculated using simple regression; the results showed they have a highly significant effect (70.1%) on the standard of academic writing. Thus, it is highly recommended that Indonesian academicians enhance the quality of their scientific papers through the process of editing and proofreading prior to submitting their papers to international journals.

This paper investigated the perception of Yemeni students towards the types of errors of academic writing experienced by themat Hadhramout University- College of Education. A total of 60 respondents completed the questionnaire based on their perceptions towards the academic writing errors made by them in writing tasks. Other four staff members of the department of English were asked to give the most major academic writing errors made by the students in their writing tasks. Data were collected through using a questionnaire and semi-structured interview. The study was conducted in Hadhramout University. The findings of the study showed that students made many errors in academic writing in relation to sentence structure, vocabulary, and expressing ideas, punctuation, prepositions, spelling, use of articles and use of irregular verbs. The errors were ranged from the most frequent ones to the lowest in relation to the aspects of academic writing problems. Finally, it is hoped that this p...

This paper aims to investigate the problems students encounter at the Arab Countries Universities, in writing competency activities. The researcher has adopted the qualitative method as well as a test as a tool for collecting data relevant to the study. It is attempted to bring to the light, the importance of writing competences in process of learning English language. The sample of this study comprises of (60) of non-specialized students who study English as requirement at the Arab Countries Universities. The marks obtained from the test were compared. Accordingly, the results have revealed that the students encountered difficulties in writing competence activities. The result has shown that the test significance indicates that there are highly different among students. Therefore, this indicates that students face difficulties in writing competency activities. KEYWORDS WC, SS, AE, EFL, L1 and L2 1. INTRODUCTION Writing competence is defined as knowledge and competence which we need in order to facilitate the convoying textual meaning for performing academic and profession tasks. Many writers believe that English writing competence is very essential for second English learners, while others believe that English writing competence is dying out which this study is aiming at highlighting. The reasons go beyond the importance of English writing competence for second language learners. Firstly, teaching English writing competence at the Arab Countries Universities. Secondly the importance of English writing competence as foundation for student's future careers to write various professional forms such as business documents including business reports, letters and emails. Moreover, in academic fields, English writing competence is regarded as the most influential competences. In this study, the researcher discovers the variety of teaching English writing competence techniques that are important for second language. The researcher uses a scientific approach to help the student's good command achieve English language writing competence. The researcher also shows the key elements of writing competence ski1l such as punctuation, spelling and the correct grammar are essential.