Principles of Academic Research

Article Review
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Article Review
Introduction
Wilson et al. (2018) indicate that feedback gained from faculty and managers determines how the worth of better writing skills meant for business is clear. There is a historical concern regarding the requirement from colleges to train learners to acquire and exhibit proficiency in English grammar as a core discipline in course work. However, yet again, employers seem dissatisfied with the outcomes manifested by graduates after the input of efforts. Therefore, a quantitative research method is deployed to acquire advanced info based on the causes of inefficient writing skills and how they can be improved. The findings are realized that grammar mistakes are customarily made, and submitting a second draft helps enhance skills. Hence, it implies that students should be keen to conduct proper editing and do several drafts to pursue better writing skills. Thus, the query emerges as follows: is there a possibility that feedback concerning writing mechanics in grammar crosswise upper-division business as course work effectually enhances grammar level and business students' skills?
Summary of the Article
There has been a demonstration from employers in the commerce world regarding their dissatisfaction with students' incapacity to have a beer writing skill. Wilson et al. (2018) argue that there was initial confidence in students who major in business, though such confidence was wrongly placed. Unfortunately, such scenarios unsettle the waters when employers consider communication and writing skills the second part of the fundamentals in business (Wilson et al., 2018).
Correspondingly, Wilson et al. (2018) posit that proper rejoinder regarding competence among students is achievable when they are ready to execute the sense of obligation, facing change, and readiness to respond. Besides, awareness is also significant because it identifies with a complication that exists and adjusts towards the proper designations of its origin. The learner is similarly expected to acknowledge grammatical mistakes in their writing to inspire the education process. Wilson et al. (2018) continue to claim that feedback is an indispensable segment of the compulsory thoughtful practice required to mend students' writing skills.
Moreover, there is a preferred form that would ensure an improved writing skill in learners—incorporating writing responses into courses combined with additional content. Such an idea is compelling since it distributes the practice of writing. Hence...