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Capstone Project Planning: Zero Extreme Poverty (ZEP)
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I. Zero Extreme Poverty (ZEP) II. eeds of the Partner N Community III. Capstone Project as a Solution hat thematic cluster ofZEPdo you Based on the thematic cluster of W Briefly suggest a capstone project that will plan to tackle? Put a check mark on ZEP you chose to tackle in column serve as a solution to the problem/s you the space that represents your 1; specify and explain the nature of identified in column response. You may choose more 2. This solution must be aligned to your the problem of the partner than one cluster. See the links for capstone project. community you want to solve. more information per cluster. Note: STEM - Scientific Research Write on the rows that corresponds choose a cluster that is appropriate to ABM - Business Plan to the cluster/s you chose. Put N/A HUMSS - Culminating Activity yourSTRAND. on the other rows that does not TVL - Product/Service Exploration correspond to yourcluster/s. [ ] Education http://zeropovertyph.net/education/ he problem of "Factors affecting T writing proficiency of Grade 11 HUMSS Students" is critical in the context of the United Nations Sustainable Development Goal (SDG) 4, which emphasizes inclusive and equitable quality education and promotes lifelong learning opportunities for all. Writing proficiency is essential for academic success and effective communication, yet various factors, such as socioeconomic background, access to resources, teaching methodologies, and personal motivation can hinder students' development in this area. [ ] Health http://zeropovertyph.net/health/ N/A [ ] Livelihood http://zeropovertyph.net/livelihood/# N/A N/A [ ] Environment http://zeropovertyph.net/environment/ [ ] Agriculture and Fisheries http://zeropovertyph.net/agriculture-fi sheries N/A N/A [ ] Housing and Shelter http://zeropovertyph.net/housing-shelt er/ proposed capstone project is a A "Technical Writing Toolkit" designed to help Grade 11 HUMSS students at World Citi Colleges - Antipolo address common writing errors. It would include tutorials, annotated samples, practice exercises, and a peer review system to improve their technical writing skills. IV. Capstone Project Feasibility V. tate the resources (money, time, access S to technology, expertise, etc.) you will need to accomplish the capstone project in column 3. hen, reflect on the availability of these T resources Note: in case the resources you need can't be available, change your project in column 3. he "Technical Writing Toolkit" capstone T project will require: ● Budget: Minimal funds for printing, materials, or software (if not freely available) ● Time: Approximately 2-3 months for research, development, testing, and feedback. ● Access to Technology: Computers, internet access, and educational tools for creating and distributing content ● Access to School Facilities: Classrooms or computer labs for workshops, testing, or peer review sessions. ● Expertise: Guidance from teachers, writing experts, or mentors for reviewing and validating the toolkit’s content. Research Topic hink of a topic that you need to research T first before you can continue with your Capstone project in column 3. e.g. You need to have a market research / literature review first before you can make a capstone project. Note: this is not yet a research title, only ageneral topic to research on ommon Errors in Technical Writing as C perceived by Grade 11 HUMSS Students of World Citi Colleges - Antipolo Campus [ ] Partnership with Indigenous People http://zeropovertyph.net/peace-huma n-security N/A N/A [ ] Social Justice http://zeropovertyph.net/social-justice Title and Citation Purpose Identify the title, author/s and Briefly discuss the main publishing year of a purpose of the study. Then, literature. Then, cite the discuss, based on the paper, literature in text and the rationale of doing the references of your paper. research. Variables Theory Methods Results ist down the variab;es L measured (if quantitative data is used) or exploded (if qualitative data is used) in the study. Then, describe in detail each variable. ist down the theories and L concepts used in the study as a basis. Discuss in detail each theory and concept iscuss the methods used D to measure (If quantitative data is used) or explore (If qualitative iscuss the relationships D between the variables. State analysis( itle : An Analysis of the Most T Common Essay Writing Errors among EFL Saudi Female Learners (Majmaah University) (2019) Vol. 10, No.3, pp. 364-381 he research paper analyzes T common essay writing errors among English as a Foreign Language (EFL) Saudi female learners. Its purpose is to identify specific challenges these students face in writing, which can help educators develop effective teaching strategies and improve writing proficiency. The findings aim to support curriculum development and enhance academic writing skills for EFL learners. Independent: common Technical writing errors oonma, J. (2024). M Investigating errors made by English as a foreign language students during online collaborative writing. Asian Journal of Education and Training, 10(1), 55-61. he main purpose of conducting T research studies is to investigate the errors made by learners, which can provide valuable insights into how they are progressively grasping the target language. This research also aims to investigate the errors frequently made by students in online collaborative writing while utilizing Google Docs, to measure the students' satisfaction with online collaborative writing and to explore the students' attitude towards online collaborative writing. ariables: V Dependent: -writing errors Independent: -Students 10.20448/edu.v10i1.5386 Dependent: -support curriculum development -enhance academic writing skills for EFL learners he research uses qualitative T analysis, collecting and examining essay samples from EFL Saudi female learners. It identifies and categorizes common writing errors, such as grammatical and stylistic mistakes, using descriptive techniques to quantify their prevalence and understand the challenges faced by the learners. he research is grounded in T The research findings reveal a theories of second language range of common writing errors acquisition (SLA) and error among EFL Saudi female learners, analysis, suggesting that including grammatical mistakes, analyzing learners’ errors can such as verb tense errors and uncover language processing subject-verb agreement issues. challenges and inform teaching Additionally, improper sentence methods. It may also incorporate structure and punctuation errors theories of writing proficiency, are frequently noted, as well as emphasizing the connection problems with coherence and between language skills and cohesion in their essays, which effective essay writing, can affect the overall flow and ultimately aiming to enhance clarity of their writing. EFL writing skills. The results indicate specific patterns, suggesting that these learners may struggle with certain aspects of English syntax and organization. By identifying these challenges, the study provides valuable insights into the areas that require targeted instructional support. Ultimately, the findings aim to guide educators in developing effective teaching strategies and interventions to enhance the writing proficiency of EFL learners in this demographic, fostering their academic success. 2 first year English major 3 students enrolled in the Writing I course at Lampang Rajabhat University participated in argumentative writing instruction. The students were purposively sampled and included 19 females and 13 males, all aged between 18 and 22 years. Throughout the instruction, the students engaged in OCW activities. They were divided into eight groups, each comprising four students. To promote collaborative learning, the students were allowed to he theoretical approach of T this research study likely draws from error analysis and sociocultural theory. Error analysis helps identify and categorize the specific mistakes made by English as a foreign language (EFL) students during online collaborative writing, offering insights into their language acquisition process. Sociocultural theory emphasizes the role of social interaction in learning, which aligns with the study's focus on collaborative writing in a esults of the analysis revealed R that twenty-two out of 25 types of errors were found in online collaborative argumentative writing paragraphs composed by this group of Thai EFL students, namely: incomplete sentences misspellings, wrong choice of words, the use of conjunctions, parallel structures, capitalization, the use of determiners, run-on sentences, the use of verb forms, punctuation, and the use of pronouns. independently choose their digital environment and partners, aligning with the students' attitudes and collaborative nature of the satisfaction levels. This OCW approach (Mulligan & combination allows for a Garofalo, 2011). Although the comprehensive understanding students had no prior of both the linguistic experience with Collaborative challenges and the social Writing (CW), they had dynamics involved in participated in other forms of language learning. collaborative learning, including individual and group discussions. It's worth noting that the students had been learning English from the primary school level through to university. nalysis of Higher Education A Students’ Errors in English Writing Tasks at Institute of Educational Sciences, Bartın University, Turkey (Ali Özkayran1, Emrullah Yılmaz, No. 11 (2), April 2020) he aim of this study is to analyze T the errors of higher education students in English writing tasks. To investigate common written ommon Errors in Writing C errors in students' journals and Journals of English Major Students at Ho Chi Minh City assess whether extensive writing Open University (Pham Vu Phi improves writing fluency. Ho, Pham Ngoc Thuy Duong, No. 5 (1) ependent: Analysis of Higher D Education Students’ Independent: Errors in English Writing Tasks ualitativeresearch method was Q used in this study. Qualitative research requires reaching research results based on codes, categories and themes by going through the data in detail (Merriam, 1998). Case study was employed in the study. As Creswell (2007) puts it, case study is a type of qualitative research design through which the researcher examines thor- oughly one or several cases which are limited by the researcher by using multiple data collection tools (observations, inter- views, audio-visuals, documents, reports). he study was conducted using T qualitative research method. Case study was used in the research. Document analysis was used to collect data. The collected data were analyzed in line with Surface Strategy Taxonomy and errors were identified and classified. s a result of the error analysis A process, it was observed that the students made a total of 381 errors on 57 exam papers; 192 of them were misformation errors, 113 were omission errors, 65 were addition errors and only 11 were misordering errors. ependent Variables: Writing D frequency Independent Variables: Common writing errors and writing fluency he theory underlying this T research is rooted in second language acquisition and error analysis. It posits that writing proficiency in a second language is developed through consistent practice and feedback total of 115 students took part A in the study, writing in their journals five times a week for 15 weeks, for a total of 62 diaries per student. By examining these journals, the researchers concentrated on finding typical writing mistakes, paying particular attention to problems he results of the study revealed T that the most common errors made by students in their writing journals were related to tenses, collocations, spellings, and verb forms. These errors were consistently observed across the collected journals, indicating prevalent issues in students' ith verb forms, tenses, w writing abilities. collocations, and spelling. The study also evaluated how this intensive writing practice affected the students' writing fluency, especially with regard to the length of their written work. n Error Analysis and A Evaluative Study of the Technical Writing Skills of B.Sc. (Agri.) Students ByDr. Thangaraj K. The focus of this study is third year students because they are introduced courses in basic sciences and basic agricultural ependent variable: "technical D writing skills" of B.Sc. (Agri.) students Independent Variables: Common writing errors and writing fluency subjects in the first two years, and they become familiar with the technical terms and writing after the completion of their second year. order (1967) [7] and his Fellows C developed the study in the area of EA (Error Analysis) in Second Language Acquisition (SLA) during 1970s that made them realise that the reason for error occurrence was the influence of L1 on L2. His article “The significance of learner errors” (1967) changed the conventional outlook on acquiring second language insisting “systematically analyzing errors made by language learners makes it possible to determine areas that need reinforcement in teaching.” Corder breaks through EA with twin objects of theory and application work. The theoretical object is to realize what and how a learner learns when he studies an L2. The applied work focuses at the learner’s ability to apply the knowledge of his L1 to enhance his learning of L2. The process has the three stage the percentage of error free writing objective of error analysis of has increased from around 2 to 18. technical writing of agricultural It is the indication that a graduate students, application of comprehensive Bridge Course in suitable remedial exercises and English can bring about the the study of post evaluation. desired results. It was recommended to the university to incorporate the following technical writing components while designing syllabus for the next academic year. Usage of Tense and voice in scientific writing Usage of Pronouns and Numbers in scientific writing Usage of Punctuation and Concord in scientific writing Students may be advised to avoid using contracted forms and symbols (like /, &) and Indianism (eg. over usage of only, then only, then, means, nothing but, mainly, actually, very very useful etc.) ommon Errors in English C Writing among Non-Academic Staff at a Malaysian Public University. Arab World English Journal, this research aims to investigate common errors in writing the English language among non-academic staff at Universiti Sultan Zainal Abidin (UniSZA), a public university in Malaysia. The ependent variable:"errors in D writing the English language" among non-academic staff at Universiti Sultan Zainal Abidin (UniSZA) his study is guided by the Error This research employed a T Analysis approach. The tradition qualitative approach in which of error analysis started a long Error Analysis was conducted, time ago. In the early 1970s, Error where every respondent was Analysis entailed merely required to write a paragraph in generalized assortments of the English language in about he findings revealed that a T sizeable number of non-academic staff committed different types of errors in writing the English language, including errors related to subject-verb agreement, s tudy employed an Error Analysis Independent: Common errors on 1 2 (4) 446-461. DOI: Technical Writing https://dx.doi.org/10.24093/a approach by conducting d ocument analysis where every wej/vol12no4.29 respondent was required to write a paragraph in the English language in about 150-200 words on the topic“My greatest challenge as a UniSZA officer”. ommon errors and their c language categorization. At that time, the objectives of traditional Error Analysis were primarily educational, where information obtained from errors might be utilized to structure learning tools or to conduct instructions (Ellis, 1998). The nonexistence of theoretical background to conceptualize the contribution of errors to language acquisition resulted in the absence of any serious effort to explain or theorize errors from psychological perspectives. However, Corder (1974) published several articles that invigorated the importance of Error Analysis. Additionally, Corder employed a process of Error Analysis as follows. 50-200 words on the topic My 1 passive voice, plurality, choice of greatest challenge as a UniSZA word, omission of word, use of officer. The total number of article, tense sequence, word nonacademic staff from grades ordering, gerund, addition of 41-54 during the data collection word/redundancy, and comparison was 197. By referring to the of adjective. It was observed that Krejcie and Morgan table (1970), lack of linguistic skills, lack of with a population of 197 staff, the exposure, and inadequate researchers selected a sample practices in written English were of 132 non-academic officers for the main factors contributing to the this research, comprising those English writing errors among the holding grades 41-54 and non-academic staff. These findings working either in faculties, could help the university institutes, and other departments management to develop at the selected university. appropriate programs that can assist the non-academic staff to develop English writing competence he research paper analyzes T common essay writing errors among English as a Foreign Language (EFL) Saudi female learners. Its purpose is to identify specific challenges these students face in writing, which can help educators develop effective teaching strategies and improve writing proficiency. The findings aim to support curriculum development and enhance academic writing skills for EFL learners. he research uses qualitative T analysis, collecting and examining essay samples from EFL Saudi female learners. It identifies and categorizes common writing errors, such as grammatical and stylistic mistakes, using descriptive techniques to quantify their prevalence and understand the challenges faced by the learners. he research is grounded in T The research findings reveal a theories of second language range of common writing errors acquisition (SLA) and error among EFL Saudi female learners, analysis, suggesting that including grammatical mistakes analyzing learners’ errors can such as verb tense errors and uncover language processing subject-verb agreement issues. challenges and inform teaching Additionally, improper sentence methods. It may also incorporate structure and punctuation errors theories of writing proficiency, are frequently noted, as well as emphasizing the connection problems with coherence and between language skills and cohesion in their essays, which effective essay writing, can affect the overall flow and ultimately aiming to enhance clarity of their writing. EFL writing skills. The results indicate specific patterns, suggesting that these learners may struggle with certain aspects of English syntax and organization. By identifying these challenges, the study provides valuable insights into the areas that require targeted instructional support. Ultimately, the findings aim to guide educators in developing effective teaching strategies and interventions to enhance the writing proficiency of n Analysis of the Most Common A Essay Writing Errors among EFL Saudi Female Learners (Majmaah University) (2019) Vol. 10, No. 3, pp. 364–381 ependent: common essay D writing errors Independent: EFL Saudi female learners FL learners in this demographic, E fostering their academic success. ommon Errors Committed by C Grade 11 Students in Writing English Essays: Basis for the Development of Strategic Intervention Material rror Analysis in the Descriptive E Text Writing of Vocational High School Students Ratnaningsih, Sita; Azizah Dinamika Ilmu, v19 n1 p175-186 2019 he focus of the study is to T identify and analyze the common errors committed by the Grade 11 of Humanities and Social Sciences (HUMSS) students from a public school in Quezon City. The gathered data were taken from the written compositions of 176 students. Independent: common errors committed by the Grade 11 of Humanities and Social Sciences (HUMSS) students from a public school in Quezon City. Dependent: Common Errors Committed by Grade 11 students in Writing English Essays ccording to Zabala (2014), as A reported in Sahagun (2020), the prevalent faults were tense, SVA, and word order. The most frequent errors, according to a survey by Aperocho (2017), were linguistic in nature.The misuse of the verb tense, subject-verb agreement, and the usage of auxiliary and connecting verbs were the mistakes that were discovered. his study used a one-group T quasi experimental method and a descriptive-comparative as the research design fter the intervention/treatment a was given to the students, the number of errors found in the final-writing assessment were reduced except in the use of verb tense. Furthermore, from the four types of Surface Strategy of Taxonomy (SST), the category of Misformation 712, found to have the highest number of frequency of errors, followed by the Omission 453, Addition 53, and Misordering 50 from the initial-writing assessment of the students. his study intends to examine the T writing styles used in the blog entries that the second- year BSED students in the course "Teaching and Assessment of the Macro Skills" created. It specifically identifies the grammatical, usage, and sentence-formation mistakes in the students' blog postings. IV: Linguistic In Social Media: An Analysis on The Writing Conventions - The Sociolinguistic theory of William James, as cited in Cantina and Alvarico, serves as the foundation for this work (2022). - The Cognitive Process Theory of Writing by Flower and Hayes (1986), which Y ao (n d) cited, serves as the foundation for this study. his study utilized a T mixed-method research design. The quantitative data were treated using the frequency and percentage of the errors committed by the students he results showed that students T made mistakes when writing blog posts because writing requires a wide range of skills and requires a lot of different actions to be completed. Applying the right grammar rules, picking the right diction, utilizing the right punctuation, and structuring ideas into appropriate sentences are all part of writing skills herefore, this study aims to T investigate errors in English technical writing of students at secondary vocational level and the factors that cause these errors. This study focused on errors made by the eleventh grade students of State 10 Vocational High School Jakarta, in their written descriptive text. Independent:Error Analysis in the descriptive text writing Dependent: Error Analysis in the Descriptive Text Writing of Vocational High School Students his descriptive qualitative study T explains and investigates student errors in writinh the technique and the causative factors. his research shows that the T typical mistakes students make in their writing: the highest place is capitalization with 60 errors (14.67%) and the lowest place is sentence 3 error (0.73%). According to a typical error, the author found the source of the error. The highest place is transfer between languages with 172 errors (42.05%) and the lowest place is a communication strategy with 49 errors (11.98%) DV: Students' Blog Posts
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