WRITING THE INTRODUCTION Background of the study This segment consists of statements on what led the investigator to launch

the study. A historical background may be given. Situations that may have spurred the researcher to undertake the study are included. The background of the study may have been generated by some empirical observations, the need to explore the problem and some other relevant conditions. Begin this section with a clear description of the background of the study and the social, institutional context which will frame the project. Be careful to describe as clearly as possible the problem intended to be addressed and refer to the relevant literature in the field. Importance or Significance of the Study Guidance in explaining the importance of the study. The rationale, timeliness, and/or relevance of the study to existing conditions must contain explanations or discussions of any or all of the following: 1. The rationale, timeliness and/or relevance of the study. The rationale, timeliness and/or relevance of the study to existing conditions must be explained or discussed. For instance, a survey test in science reveals that the performance of the students in the high schools of Province A is poor. It must be pointed out that it is a strong reason why an investigation of the teaching in science in the said high schools is necessary. Also, the study is timely and relevant because today, it is science and technology that are making some nations very highly industrialized and progressive. So, if science is properly studied and taught and then applied, it can also make the country highly industrialized and progressive. 2. Possible solutions to existing problems or improvement to unsatisfactory conditions. The poor performance of the students in the high schools of Province A in a survey test in science should be explained as a problem and an unsatisfactory condition. So if the inquiry is made the possible causes of the poor performance of the students in the science survey test may be discovered so that remedial measures may be instituted to solve the problem or the unsatisfactory situation. 3. Who are to be benefited and how they are going to be benefited. It must be shown who are the individuals, groups, or communities who may be placed in a more advantageous position on account of the study. In the inquiry conducted about the teaching of science, for instance, some weaknesses of the instructional program may be discovered. This will benefit the administrators of the high schools in Province A because they can make the findings of the study as a basis of formulating their supervisory plans for the ensuing year. They may include in their plans some measures to correct the weaknesses so as to strengthen the instruction. In turn, the students will also benefit for learning more science. In the long run, the whole country will enjoy the good results of the study. 4. Possible contribution to the fund of knowledge. If in the study it is found out that the inductive method is very effective in the teaching of science, it should be pointed out that this can be a contribution of the study to the fund of knowledge. 5. Possible implications. It should be discussed here that the implications include the possible causes of the problems discovered, the possible effects of the problems, and the remedial

measures to solve the problems. Implications also include the good points of a system which ought to be continued or to be improved if possible. Scope and Limitations of the Study The scope and delimitation should include the following: 1. A brief statement of the general purpose of the study. 2. The subject matter and topics studied and discussed. 3. The locale of the study, where the data were gathered or the entity to which the data belong. 4. The population or universe from which the respondents were selected. This must be large enough to make generalizations significant. 5. The period of the study. This is the time, either months or years, during which the data were gathered. General purpose: To determine the status of the teaching of science. Subject matter: The teaching of science. Topics (aspects) studied: Qualifications of teachers. Their methods and strategies, facilities, form of supervisory assistance, problems and proposed solutions to the problems. Population or universe: teachers and students Locale of the study: High schools of province A. Period of the study: School year 1989-1990.

Background of the Study Learning to express oneself through writing is the most complex language task that children must undertake (Bain, Bailet & Moats, 2001, p.vii) The goal of language learning is the mastery of the communicative skills which include not only reading, listening and speaking but also writing, for writing is an indispensable means of preserving ideas so that one could reflect on them later. It is also for the reason that writing serves as ticket to achievements - it is not only confined in the classroom but also manifested in ones daily life. Thus, it is of no surprise that writing skills is claimed to make ones thinking visible. However, it is worth noting that writing is a complex skill as Kay (2003), cited in Westwood (2004), said that writers need to formulate ideas, organize and sequence points in logical order, select vocabulary, check grammatical correctness, spell words correctly, punctuate, and write legibly. Because of this, many students find it very difficult and, therefore, try to avoid it especially if the ways their compositions are corrected are done in a manner not suited to them. Thus, the development of their writing skills is hampered. Learners deficiency in understanding the use language is shown in the written errors they commit. However, writing is a gradual process in which mistakes are expected to come in its different stages but correcting these mistakes is very crucial in motivating students to continue writing (Asuncion, 2007). Anyone who has read students written output could be a witness to this. Reports about students errors in written English are not a recent problem. Nevertheless, when teachers say that their students are having poor skills in writing in their second language, they usually focus on errors and they tend to have repressive attitude towards them. Though, these errors in which they focus are just tiny bits of the more diverse number of errors that students commit. Some errors are usually ignored. Therefore, there is a need to provide a wider view of the errors committed by students so that teachers can find better ways of dealing with students written errors. Through these ways of error treatment, students will be more aware of the written errors they have committed and they will be able to do self-correction of their written compositions. In Mariano Marcos State University - College of Teacher Education, students do a lot of writing especially that they will be soon teachers. They should learn to have good writing skills. One way of letting them learn is to look into the common errors that they commit when writing. Thus, the researchers conducted the study, Common Written Errors of Mariano Marcos State University - College of Teacher Education Students: Causes and Self-Correction, to have a closer look into this field. Significance of the Study The researchers conducted this survey research primarily to identify the common errors of Mariano Marcos State University - College of Teacher Education students. This is set out to examine the written errors of sample student compositions. In this study, the MMSU-CTE teachers, as well as students, will be much benefited from the findings of this study for it provides basis for awareness and better understanding of the common errors. Likewise, it gives the teachers a more focused and clear perspective on what written errors are to be corrected as well as the performance of their students in writing their compositions. Students, similarly, will be provided with a better view of their own errors. Thus, they will be able to have self-correction of their written errors. Based on the findings elicited in the study, suggestions as well as recommendations would be proposed so they can serve as practical implications for teachers. Furthermore, the result of this study could serve as a panorama on the research setting to serve future researchers in conducting successive studies. Scope and Delimitation Out of 189 second year accounting students of Saint Marys University, 100 students were used as a sample in conducting the survey. This study limits its coverage on the second year accounting students only. Its main purpose is to identify the common problems that they encounter and to propose possible solutions regarding these problems. This study considers every aspect of students personal information that has an impact on their academic performances such as their parents educational background, their parents income, their gender, age and home location. Each of the respondents is given same questionnaires to answer. And this study focuses on the current second year students of the present school year, 2008-2009.

WRITING THE INTRODUCTION Background of the study This segment consists of statements on what led the investigator to launch the study. A historical background may be given. Situations that may have spurred the researcher to undertake the study are included. The background of the study may have been generated by some empirical observations, the need to explore the problem and some other relevant conditions. Begin this section with a clear description of the background of the study and the social, institutional context which will frame the project. Be careful to describe as clearly as possible the problem intended to be addressed and refer to the relevant literature in the field. Importance or Significance of the Study Guidance in explaining the importance of the study. The rationale, timeliness, and/or relevance of the study to existing conditions must contain explanations or discussions of any or all of the following: 1. The rationale, timeliness and/or relevance of the study. 2. Possible solutions to existing problems or improvement to unsatisfactory conditions. 3. Who are to be benefited and how they are going to be benefited. 4. Possible contribution to the fund of knowledge. 5. Possible implications. Scope and Limitations of the Study The scope and delimitation should include the following: 1. A brief statement of the general purpose of the study. 2. The subject matter and topics studied and discussed. 3. The locale of the study, where the data were gathered or the entity to which the data belong. 4. The population or universe from which the respondents were selected. This must be large enough to make generalizations significant. 5. The period of the study. This is the time, either months or years, during which the data were gathered. General purpose: To determine the status of the teaching of science. Subject matter: The teaching of science. Topics (aspects) studied: Qualifications of teachers. Their methods and strategies, facilities, form of supervisory assistance, problems and proposed solutions to the problems. Population or universe: teachers and students Locale of the study: High schools of province A. Period of the study: School year 1989-1990.

Background of the Study Learning to express oneself through writing is the most complex language task that children must undertake (Bain, Bailet & Moats, 2001, p.vii) The goal of language learning is the mastery of the communicative skills which include not only reading, listening and speaking but also writing, for writing is an indispensable means of preserving ideas so that one could reflect on them later. It is also for the reason that writing serves as ticket to achievements - it is not only confined in the classroom but also manifested in ones daily life. Thus, it is of no surprise that writing skills is claimed to make ones thinking visible. However, it is worth noting that writing is a complex skill as Kay (2003), cited in Westwood (2004), said that writers need to formulate ideas, organize and sequence points in logical order, select vocabulary, check grammatical correctness, spell words correctly, punctuate, and write legibly. Because of this, many students find it very difficult and, therefore, try to avoid it especially if the ways their compositions are corrected are done in a manner not suited to them. Thus, the development of their writing skills is hampered. Learners deficiency in understanding the use language is shown in the written errors t hey commit. However, writing is a gradual process in which mistakes are expected to come in its different stages but correcting these mistakes is very crucial in motivating students to continue writing (Asuncion, 2007). Anyone who has read students written output could be a witness to this. Reports about students errors in written English are not a recent problem. Nevertheless, when teachers say that their students are having poor skills in writing in their second language, they usually focus on errors and they tend to have repressive attitude towards them. Though, these errors in which they focus are just tiny bits of the more diverse number of errors that students commit. Some errors are usually ignored. Therefore, there is a need to provide a wider view of the errors committed by students so that teachers can find better ways of dealing with students written errors. Through these ways of error treatment, students will be more aware of the written errors they have committed and they will be able to do self-correction of their written compositions. In Mariano Marcos State University - College of Teacher Education, students do a lot of writing especially that they will be soon teachers. They should learn to have good writing skills. One way of letting them learn is to look into the common errors that they commit when writing. Thus, the researchers conducted the study, Common Written Errors of Mariano Marcos State University - College of Teacher Education Students: Causes and Self-Correction, to have a closer look into this field. Significance of the Study The researchers conducted this survey research primarily to identify the common errors of Mariano Marcos State University - College of Teacher Education students. This is set out to examine the written errors of sample student compositions. In this study, the MMSU-CTE teachers, as well as students, will be much benefited from the findings of this study for it provides basis for awareness and better understanding of the common errors. Likewise, it gives the teachers a more focused and clear perspective on what written errors are to be corrected as well as the performance of their students in writing their compositions. Students, similarly, will be provided with a better view of their own errors. Thus, they will be able to have self-correction of their written errors. Based on the findings elicited in the study, suggestions as well as recommendations would be proposed so they can serve as practical implications for teachers. Furthermore, the result of this study could serve as a panorama on the research setting to serve future researchers in conducting successive studies. Scope and Delimitation Out of 189 second year accounting students of Saint Marys University, 100 students were used as a sample in conducting the survey. This study limits its coverage on the second year accounting students only. Its main purpose is to identify the common problems that they encounter and to propose possible solutions regarding these problems. This study considers every aspect of students personal information that has an impact on their academic performances such as their parents educational background, their parents income, their gender, age and home location. Each of the respondents is given same questionnaires to answer. And this study focuses on the current second year students of the present school year, 2008-2009.