It would be useful for the teacher to make students write a short report about what they studied at regular intervals and to have a time to criticize their reports at a class.

Dear @Hazim, to help students LIKE THE TASK OF WRITING SCIENTIFIC PAPERS, they must be trained from a young age.  Lacking contact with them at that stage, we train them from Day 1 that they enter our class.

I like writing scientific research papers.  I find that it is a good stimulus, and I enjoy intense thinking.  That's because I was trained from early primary school years to be one of the class librarians who must write factual essays and report to the class.

It would be useful for the teacher to make students write a short report about what they studied at regular intervals and to have a time to criticize their reports at a class.

I engage them in survey work by allotting assignment based project. During collection, tabulating, and analysing data, some students become motivated and interested to do such activities.

The first step (and very cheap step) is the requirement for meaningful and accurate evaluation of laboratory measurements (in technical fields).

Give the student the right scientific and practical way in writing any kind of technical reports, scientific, and give good examples to earlier reports will encourage the student to write a good report in addition to that I think the teaching of research methods in the initial stages of the academy study helps the student to write reports and interest in science and then complete and write a scientific articleز

Dear Hazim Hashim Tahir,

Thesis - is not an easy job, though, because that in itself must have a new idea, look at those scientific ideas that have already been voiced in the scientific world.

After the applicant selected a subject of study, the test examines the relevance of the questions also assesses the timeliness and the need for their decisions.

Once confirmed the relevance of the research, given the opportunity to decide on the theme of the thesis.

After all this has, at last, you are ready to write the text of the dissertation.

As with all types of student research papers, theses written in the standard rules, in principle, not structurally differ from each other.

What time you're doing research, dependent quality characteristics. Everyone understands that the applicants - the same people, often they work all day, and in the late evening hours tend to write something

When you find a list of the tasks to be performed for the quality of the research, it is likely you have the idea, how to facilitate this process.

Best regards, Shafagat

I explain that publishing can help them to land Ph.D. positions, postdocs or tenure-track faculty positions, enhance their status  in their field of study, and boost job prospects, especially in fields outside of academia.

They start with writing course projects in the course I teach (Seminar and research methods).

They continue with writing  national conference articles and build up from there to gradually find their place in scientific community.

to motivate students to write their own publication is not possible (may be exceptions only) before the master thesis.  In Germany the master thesis is a kind of hurdle after that they begin to think about publishing. During study there is no time. They are engaged with the items they choose and the relevant tests.

But as Behrouz and others wrote we can train them before, May be in a way they do´n´t realise the purpos.

Peter

Hazim, I overlooked your question incentves.

You know I am a fan of project work integrated into the syllabus. And there you can offer nice incentives. For example the students get extra Points for a very good report which follows your advice writing it similar to the method of a publication. And if a Journal accepts it they get something on top.

Peter

How to Write a Research Paper

Introduction

If you have just been told that you have to write a research paper and feel a bit intimidated, we know the following steps will ease your fears. First of all, dive into our Research Paper Starters if you are struggling to find or understand a topic. Don't panic! You do research all the time. Think of when you last made a major purchase, selected a school, or saw a movie. You might have spoken to friends, read reviews about the product or film, visited a campus, or test drove a car. Doing academic research is not much different, although your approaches and sources will differ.

1) Choose an interesting question. Your teacher or professor will either allow you to choose your topic, let you select from a list, or assign you a topic. In any case, you should try to select a topic or a feature of your topic that is of interest to you. Approach your research with a critical spirit of inquiry. “Critical” does not mean “fault finding,” but rather a receptive and discerning frame of mind.

2) Be specific. Frame your question so that it will explore the “who, what, where, why, and how” of your topic. Avoid topics that are too broad. A broad topic will make your research hard to contain. Think of your question as both an anchor and an umbrella: your “who’s and how’s” are your anchor, and it’s up to you to keep everything under control, protected by your umbrella of research.

3) Focus your thesis statement. Example of a thesis statement that is too broad: How has global warming affected the planet? Example of a thesis statement that can be answered: How has global warming affected marine life in the Pacific Ocean?

4) Make your question challenging. Along with a specific question, your topic must be challenging enough to sustain reader interest. If it requires simply a yes or no answer, then few will be motivated to keep reading.

Not challenging/interesting question: How has global warming affected marine life in the Pacific Ocean?

Challenging question: How can private citizens and corporations work together to reduce global warming and thus preserve marine life?

5) Begin looking for sources to answer your question. An academic paper may require both primary and secondary sources. Primary research means working with original documents or gathering data in the field. Secondary research means finding out what others have learned about a topic. 

6) Use a variety of sources to support your question. There are several ways to obtain secondary research materials. Use your library’s databases. Peruse newspapers and periodicals. Visit websites, but use caution; be sure that they are reputable. A good (but not foolproof) way to tell is if the address ends in “.org”, “.gov”, or “.edu”.

7) Refine your keyword searches. Search engines vary, but the following guidelines work for many search engines.

Group words together by putting quotation marks or parentheses around the search phrase. Example: “New Orleans Jazz”

Use the Boolean operators "AND" or "+" to group words. Example: Darwin AND Frazer.

Use "NOT" in front of words you do not want in your search. Example: Armstrong NOT Louis.

8) Take notes while you are reading. A good way to organize your notes is to use note cards to record important quotations and paraphrases. To avoid citation problems later, be sure to also write down the title, author, and page number of the work used!

9) Create an outline for your paper and write your first draft. Working from an outline will help you keep everything “under the umbrella.” Consider what your introduction will include, what points you will be addressing, in what order those points will occur, and how you plan to conclude. Write your first draft. Ideally, you should set it aside for at least twenty-four hours and have someone else read it before beginning your revision.

10) Write your final revision. Based on reflection and feedback, revise your paper. Don’t forget to proofread carefully for spelling and punctuation. Also be sure to double-check your Works Cited (or References) page for accuracy

http://www.enotes.com/topics/how-write-research-paper

Encouraging students on how to write a compelling paper is much easier if you have a mentor to offer guidance. Text- based seminars that are process-oriented integrating reading, writing and speaking are very useful too. In this course current published work and participants’ own drafts should be discussed from the perspective of both content and form.

Following steps may be useful

My experience says that it helps.

In some cases the lack of students skills is the barrier to write scientific or non-scientific article.

We can help them to write by:

- Improving their skills to have well arranged system of thoughts about subjects under consideration.

- Improving their ability to write down their thoughts in clear and glaring manner.

- Improving their ability to taste different language formulations.

- Helping them to feel the beauty of creation process when they are writing an article.

Dear Colleagues,

See the following publications…

Willmott CJR, Clark RP, Harrison TM. Introducing undergraduate students to scientific reports. Bioscience Education 2003;1(1):1-10. https://www.heacademy.ac.uk/sites/default/files/beej.1.1j.pdf

De Ávila P Jr, Torres BB. Introducing undergraduate students to science. Biochemistry and Molecular Biology Education 2010;38(2):70-78. http://onlinelibrary.wiley.com/doi/10.1002/bmb.20335/pdf

Best wishes from Germany

Martin

It is important that they develop taste for scholarly writing. In case that is hidden in them due to any reason, the teacher's responsibility is to appreciate the students' attempts to awaken the same. That would necessitate proactive appreciation and comments on their short write-ups that may be assigned to them. They may also be sent to field and learn the operational working and efficacy of concepts in realistic settings, and then asked to pen down a report on the basis of that data. A critical but helpful assessment would facilitate the development of their interest in this direction. 

Mentor support & Publishing opportunities at CALTECH

Students are encouraged to further develop their scientific writing skills and to share their research. The Council on Undergraduate Research keeps a list of undergraduate research journals where students can submit their work. Please note, it is important to consult with your mentor before sharing your research at a conference or in a publication

https://www.google.com/url?sa=t&source=web&rct=j&url=https://sfp.caltech.edu/students/summer_requirements/final_report&ved=0ahUKEwjL-6yZvNHJAhWKJpQKHYB6BfA4RhAWCBkwAA&usg=AFQjCNEHqICtPaDsB0MksIFYQiUTAkddsQ&sig2=35z_5RGy2eFo-3ESrnEiMw

By being a good mentor and doing the following:

1) Giving them external motivation by explain the effects of article witting in  their career

     More chance to land a Ph.D. position, post-doc,...

2) Improving their technical writing skills. This can be done by asking them to write short reports in courses. In our university, I teach the seminar and research methods course for this purpose. the student write a 40-page technical report and present oral presentations on a topic given to them by their supervisors

Dear Colleagues,

Good Day,

Thank you, all, very much for your excellent replies. I would like to point out, here, one very important point, which is corruption, we should not forget that. In few countries (I do not like to name them), corruption has reached to some universities. Where both Professors and students are corrupted. Students do not bother to do/ write their report/ project/ etc etc, they will try the easy way by paying for it!!! Professors are willing to do the students work for money (that would be done through third party/ies, of course).

I want to stop that completely and would like to see the students write their reports/ projects/ papers and enjoy doing it.

Let us, please, hear your opinions about it.

The motivation to properly write an article or scientific paper goes far beyond the context of research and scientific findings requires a holistic approach that links with writing skills, interpretation and understanding of the results. In this process it is important to identify the difficulties that show students at the time of approach to writing academic and scientific texts and more specifically, during the preparation of conference papers, scientific articles and book chapters thesis.

Also, it is necessary to reflect on the type of strategies and academic writing procedures used by students during the composition of scientific and academic texts.

Based on the above you can learn and implement strategies and procedures of composition and communication line with the canons of academic-scientist that are part and explore resources and applications that facilitate the management and organization of references Community texts, as well as databases and specific social networks for scientists and academics.

The motivation that can guide the students must start with a good induction to the scientific method, the development of skills in research and scientific dissemination to contribute to its success ultimately academic and professional.

The skills acquired by students to live a research experience will serve him for life; these skills they are: the ability of organization, management of technology and scientific information, clarity of thought associated with research, scientific writing and finally the self-defense of research. The explicit and coherent development of research skills as part of the curriculum is a way to give students the benefits of participating in a research experience significant for learning.

I have read some of the discussion and opinion expressed by RG members. In my opinion, the first very important part is literature survey work in the respective field of the project work/investigation. It clearly gives a idea about the different phases of work plan, materials and methods, methodology adopted, experimental designing, calibration of instruments and standards, validation, interpretation of results , comparison with standard /validated methodology and so on.

At university level, students should be able to master their writing. Before university, students are sound to have succeeded their exams who are mostly written ones. Should have succeeded their baccalaureate too who is totally written one and who includes 3 languages exams . So how at university level graduated and post graduated people couldn't master their reports???

There are usually technical reports and exposes into classes who are count as examinations forms too. So students who have difficulties with their writing, should learn special courses in the used language. Anyway something could sound  wrong in the curriculum and  exams of graduated students with weak languages abilities. Post graduation could be sound as an expose on a subject but with more consistence and deeper analysis for a longer period

dear Hazim,

with your open remark the situation changes totally. Yes I can follow your Intension to stop this corruptive behaviour. What possibilities you have to get contoll over it?

I am sitting here and aer thinking but find no proper solution.

you need a transpaency like here in RG. Very difficult to install.

If you introduce controls you punish the correct ones. I´ll come back after haveing ideas.

Peter

Undergraduate and postgraduate students should be encouraged for scientific and technical writing as they have to write research papers, reports, etc when they enter in research or academic field. One sound way of going about this is by developing and maintaining their writing aptitude. Academia and Research Institutes may design and offer short or part-time courses as well as organize specialized lecture on scientific communication/writing. Sound technical writing involves being precise with words, language, and information. Students need to be promoted to read good scientific articles, papers, etc. which will expose them to the style and tone of various types of scientific and technical writing. Writing needs practice and a desire to improve; per se trial and error is one of the best ways to learn. Yes, it would be helpful to make students write a short report about what they studied at regular intervals without being afraid to making mistakes and criticism and to have a time to cross-check the quality of their writings at a class as rightly mentioned by Tatsuo Tabata. This way they will improve with time and practice.

Dear Prof. Eyerer,

Good Day,

I think my question was very clear, you got my idea and grasped it excellently, I am not asking on the way of writing projects/reports/ papers. My question was " how to encourage the students to do it by themselves and enjoying, instead of letting someone doing it for them".

As Prof. Bettayeb has just said "how at university level graduated and post graduated people couldn't master their reports?". I am sure they can but they want it an easy way, with no sweat!!!!

I will be looking forward for your great ideas, Prof. Eyerer, I am very sure , you will come back very soon.

Please, see the first  link which I had on my shared question, which had 143 answers about how to read and write academic papers (attached here too)..... 

https://www.researchgate.net/post/How_do_you_teach_graduate_students_to_read_and_write_academic_papers

As the saying goes "motivation for learning is learning itself!" The good thing is that we need to teach them "Metacognition. Providing them simple and clear guiding principles can also help them enormously!. To make the work more easier, give them previous works done by students and discuss that with them...

Have a great motivational time with your students!

Positive incentivization works by appealing to  a person's better nature. Students detest complexity, love simplicity and above all personalization/relevance. Assuming that there is at least the two basics: a conscious search for (i) "simplicity"/"clarity" (ii) personal contexts, we can at least hope to have some initiative. Otherwise forget about it.

Clear thinking produces clear writing. Unfortunately, clear thinking is as hard to come by as clear writing. Students' attention span are being taxed and fragmented by the media and technologies that mediate their living and learning experiences. Divining what level of clarity they seek is even harder.

Setting up a scaffolding environment is critical to clear thinking."Clear" thinking in the sense of sustained and integrative thinking can be cultivated through visualization methods.  What is popularly known as conceptual modeling is a visual approach. Some have branded it as mind-mapping, with many other variants to it. This bit, if students are willing to follow through, will not only reveal the rigor of their work but will serve as a road map to complete their writing journey.

Once we get "clarity" out of the way, the next hurdle is "relevance" or "personalization". The write-up journey, as others on the forum have highlighted is further complicated by maturity (mainly indexed by reflective ability) and language proficiency. Assuming that language is not a problem (flawless grammar is not synonymous with flawless thinking), then maturity can be "bridged" by eliciting narratives or by forging a story line. For story-telling is the most intuitive of human communication. That is why among the digital literate, digital narratives are second nature. They can be mature, and reflect on what is personal. But sadly, scientific/technical narratives, seem to them, too obtuse and distant to be of any relevance because of the direct and succinct style of writing required. Not to mention the merciless editing of irrelevant bits and pieces. Technical writing is akin to sculpting. Digital narratives (e.g. reviews/tweets) are often spontaneous, impulsive bits of expressions. They need to know the difference.

Further appealing to their interests in "peer" feedback, we may try collaborative writing:

https://www.researchgate.net/publication/221247683_A_Synchronous_Scaffolding_Environment_for_Collaborative_Technical_Writing

Conference Paper A Synchronous Scaffolding Environment for Collaborative Tech...

Dear all,

As a new researcher, I believe that most of undergraduate and graduate students don't have ability in ACADEMIC/ TECHNICAL WRITHING because of their poor English language skills...

I and many of new researchers need to get guidance from our supervisors in this issue.

Yours sincerely,

S. M. Mohammadizadeh

Give them small projects as assignments and tell them to write the solutions of these assignments in a technical format. Give them a couple of journal websites to get acquainted to the technical formats. If somebody is taking any laboratory courses(computational), he/she can assign different good problems to different students and ask them to solve the problems and produce as a scientific report. The course instructor may ask the students to get other results from different journals. In this way they will be acquainted to the research websites and reading those journals may galvanize them to do some research work. 

 Dear Mr. Hazim

"I want to stop that completely..."

I am afraid it is not enough.

Individuals alone can do nothing.

It must be build a control system and require from all strict compliance of rules.

It must provide a large group of people.

They (people of corruption) simply "run over" individuals.

You should motivate the students but also promote and recognize their work.

I mean to encourage original ideas and guide to reach them!

The current generation students gifted with technology is really smart and finds easy way to get past the goal. They are more short sighted for the results than that of the enabling process that would sustain their position. Further more there are sources which has started making it a business of selling assignments / dissertations etc., to students. In addition the staff (not only limited to the lower level) of admin departments are easily lured to get along with monetary and other incentives bribed by students. So it is very tricky in developing countries for teachers to really facilitate a good cause-oriented learning development technique. Though there are many more, let me stop with the negatives in the system. Therefore this initiative is by itself an intervention.

Attitudinal development and internal acceptance of an activity is very much essential for "students buy-in", If we can plan, strategise and continuously communicate the need, and the benefit of the process to the students on how it would affect them in their future development, can really be motivational process to achieve the desired outcome.

I can suggest a solution, but how far it is feasible to you depends on various other facilitating features.

In the management courses, i handle, we have a system of 10 marks (out of 100 for the course per semester) for internal assessments such as Presentations / assignments etc. The teacher can assign any activity that suits the "need of the hour kind" creatively which can reinforce learning. In addition there are 10 more marks assigned for regularity and attendance. This total 20 marks can be devoted for such activities to encourage students to write reports/ papers, again duly guided or hand-hold till confidence builds-up. Publication of articles will surely pep the students and in addition to that, a higher score adds to their curriculum.

From my experience, getting the undergrads to write is much of a big deal but to the postgraduate/graduate students it isnt (it is what they signed for). So, I shall treat the two cases separately.

The undergrads: Do not expect a very technical writing from the undergrads. Indeed, very few of them will ever write 'technical' piece. However, you can encourage and mentor them to write something or a piece close to 'technical' by starting with flexible assignments, where the students write what interests them. In my case, they write on what interest them, then I edit and correct for them to rewrite. Then, I assist in building technical properties into the write-up. This is called "from the known to the unknown" writing mentoring. Another approach is to group the students and allow their participation in the group work to be beneficial by mixing-up the 'very technically inclined' with those who are disinterested in anything technical writing. Probability that the participation and peer influence will assist you as a teacher in igniting the interest in sizeable majority of them. The third is to encourage the 'Students Journal'. Seeing their efforts in prints also acts as a booster to the students and encouragements to others.

Postgrads: Seriously, the best way to encourage postgraduate is to give them term papers and avail them access to good writings (not too technical at first). You can then add the other suggestions for the undergrads. Assisting the few ones in getting their work to be publishable by either collaborating with them or assisting them in reading their work is another way. 

I am just in the stage of preparing a new curricula which will have new subject Academic writing. 

This will bridge the existing gap in their writing skills and change their attitude toward writing reports and papers.

Dear Hazim, we have to encourage our students to LOVE THEIR WORK, LOVE THEIR STUDIES.  My recent paper shows that my students are more extrinsically motivated than intrinsically motivated.  But we need INTRINSICALLY MOTIVATED PEOPLE WHO LOVE THEIR WORK IF Malaysia is going to achieve the aim of Vision 2020, of being a contributor to the progress of science, and not just a consumer.

Will love for the nation, the family, change the attitudes of these students?  We are the role models who do what we say. What more can we do to PERSUADE OUR STUDENTS TO DO THEIR STUDYING WITH INTRINSIC MOTIVATION AND PASSION?

Article Motivation and Achievement of Malaysian Students in Studying...

Oh!  Thanks for clarifying this for me , Hazim.  As  I said, I don't have much of a perspective for getting graduate students not to plagiarize, since I haven't had a graduate student.  I can tell you how it felt when I was a graduate student though.   I had collaborated with my advisor and the feeling of pride when I could contribute meant that I would work harder and harder.  I had got used to being able to prove things when my advisor would suggest them.   But one day I was working and a thought came to me - a question!  This was the first time I had posed myself a question and then solved it.  I must have got a massive dose of endorphins - this was a terrific breakthrough of its own. I will never forget that moment!   I think the relationship between the student and advisor is a great impetus to use your own brain - anything less would be unthinkable in that light.  So advisors, collaborate with your student(s).  You will be showing them in a meaningful way how important hard work is!

By the way, I used to tell my students: when you solve a problem, especially a hard problem that you can concentrate on for some time, the moment of solution gives you a reward of its own - and I would say, When you solve the problem the endorphins give you such a great feeling it is like drugs.  Only, nobody knows you are doing it, it isn't bad for your health, etc. etc.  When I retired one of my students provided this kind of line in the article written in the college magazine.  He/she said simply, she used to tell us, if you have mathematics, you don't need drugs!

Dear Dr. Ljubomir Jacić

I am enthusiastic to follow your new method about Academic writing. Because I think it's imperative to write an article in a scientific manner...

Regards,

S. M. Mohammadizadeh

How would you encourage undergraduate and postgraduate students to like writing technical/ scientific reports/ papers?

Think can try the following steps:

Once the students' first academic papers were published, they will understand the whole process of writing, what are the do's and don'ts, learn the skill how to write and get motivated to write more as their writing turns into published papers.

Given then questions. Light up their curiosity and the answers will pop up with a writing production along with it.

For me, I think short and critical report is the best one.

At the Web site "Harvard Writing Project" (http://writingproject.fas.harvard.edu), they provide a valuable resource for educators working with students who need help bringing their composition skills to the next level. Freely available and downloadable writing guides from this site would give you hints for encouraging students to like writing reports and papers.

Dear Hazim,coming back to our Little discussion about corruptive students and professors.

A quite easy to install mechanism is an oral Colloquium in which students have to defeat their project work ahead of  a gremium of f.i. 3 professors or academic coaches. If one professor had written the work the student will attract attention.

I am still thinking for further ideas.

Peter

Peer Assessments

When instructors require classmates to evaluate one another, it not only distributes the workload of evaluation across the learning community but also offers students the opportunity to think critically about the process of evaluation itself.

Effective peer assessment strategies always devote time to familiarizing students with the key objectives of each assignment and how those objectives align with the core values of the discipline. Students can be introduced to a review processes common within the field and presented with models of exemplary feedback to help them develop as evaluators and self-assessors. Mechanisms should be put in place to ensure that peer assessment is not unduly influenced by peer pressure and that learners appreciate the constructive or “formative” nature of critique

https://net.educause.edu/ir/library/pdf/ELI3019.pdf

Dear Prof. Tabata,

Good Day,

Thank you so much for the Harvard University Web site  "Harvard Writing Project" , it is great site and very useful & helpful for everyone.

Dear Prof. Eyerer,

Good Day,

Thank you very much for your advice and the great idea that you mentioned in your answer.

6 General Points to Consider in Academic Writing! (Little help for our students)!

"In academic writing you must consider many factors. The ones we will briefly discuss here are six general points you should take into consideration while writing academic papers. These are Audience, Purpose, Organization, Style, Flow and Presentation.

Considering your audience is something you should do before writing your paper. If you are a student, your audience will be your instructor who has definitely some expectations which you will have to meet. Your audience may also be advisors, thesis committees, and journal and conference reviewers. Taking your audience into account will affect the content of your writing. For example, if you assume that your readers are familiar with the subject you are writing about, you will not provide much background information..."

 It is fine article.

https://www.linkedin.com/pulse/20140921054204-275561203-6-general-points-to-consider-in-academic-writing?trk=sushi_topic_posts_guest

Dear Hazim, thank you for your interests, i'm concerned too with some students' ability to get easily things. You are right, corruption in universities in some arabic countries becomes a general usage for students whose parents give them as much money as they want and who could use it as a mean in their education curriculum. But the problem in that case is related to the teachers who are willing to accept gifts from some students in compensation for their helps in exams' notations or technical reports.

However the education programs become so inefficient to the extent that students are able to rise education levels and get graduation with many lacking. Many of them are unable to formulate their ideas correctly even if they have good ones. Me too when correcting their reports, i found myself as rewriting or reformulating them in intelligible words, after many discussion with students, to try understanding what they want to say. Added to lot of grammar and spelling errors. In my country the general language used in technical reports and dissertations is french, despite its learning from primary school, lot of students get final term of graduation and are not able to write or speak easily or intelligibly, same to the arabic language too. English is also learn from college and lyceum and is recorded in baccalaureate examinations ; but most of students are not able to use it Many times i try to understood how these students succeeded their examinations and how they obtained their baccalaureate.

Generally oral exams or dissertations face of jury of 3 or4 professors could differentiate between students who plagiarize or whose work was done by another one.

Anyway corruption in general and higher education  is a big problem from the education policy and politics with no clear target agenda for future generations. What is the aim to give diplomas and titles to people who could face difficulties to do  their job ? Is there any normal teacher who accepts that his/her grandchildren be facing bad doctor or dentist for example, or that their homes could fall down as their engineering study was false...etc.... However how to ponder the consciousness of people face of money.....

Guides and advice for students and teachers:

--Advice in general study guides

--Genres of writing within disciplines

--Structured models

--Writing styles

--Audiences

--Graphical formats

--Self Regulated Learning

Advice for students on scientific report writing is found in two types of literature:

guides to study practices generally, and guides to academic writing practices.

See link.

http://new.learnhigher.ac.uk/resources/files/Reports_Literature_Review_staff.pdf

Dear Dr. Fiedler and Dr. Bettayeb

Good Day,

Thank you very much for your kind answers.

All you said are present and applied at our universities, such as "student conduct policy". But the students get their works, such as assignments , reports, projects, done by some ones outside the campus. This is our problem these day in our universities. We are trying to find a solution for it, even we had established a special committee to study this situation.

We hope that we can find a solution for it!!!

Dear Hazim the best mean is to listen to students and to ask them specific questions ' questions pieges' in oral exams, by that mean you could discourage them from outside campus helps. Trough oral exams the student is face of his brain and what he has learn.

Academic Skills: Enabling students to realize their full academic potential and achieve excellence

Valuable resources for academic writing (especially see the resource from Melbourne)

General writing resources:

Cre`me, P & Lea, MR 2003, Writing at university: a guide for students, second edition, Open University Press, Maidenhead.

Greentham, B 2001, How to write better essays, Palgrave, Houndmills.

Higgs, J et al 2005, Communicating in the health and social sciences, OUP, Melbourne.

Leki, I 1998, Academic writing: exploring processes and strategies, second edition, Cambridge University Press, Cambridge.

Matthews, J Bowen, J & Matthews, R 1996, Successful scientific writing, CUP, Cambridge.

For more advanced writing:

Swales, J & Feak, CB 2004, Academic writing for graduate students: Essential tasks and skills, second edition, The University of Michigan Press, Ann Arbor.

Taylor, G. 1989, The student's writing guide, New York: CUP.

http://www.learnhigher.ac.uk/writing-for-university/academic-writing/

https://student.unsw.edu.au/other-academic-writing-resources-and-links

https://portal.uea.ac.uk/dos/learning-enhancement/study-resources/academic-writing-study-skills

http://services.unimelb.edu.au/academicskills/all_resources/writing-resources

http://study.com/articles/45_Essential_Resources_for_Student_Writers.html

In the late undergraduate and all graduate courses we use good scientific articles in class, as part of the curriculum, for the reason that no textbooks exist that cover all the material that we would like to cover in these advanced courses. Essentially, we want students to experience - read! - articles that are fairly new, so they can feel that - indeed! - they do have a possibility of understanding current research papers! Hopefully, it will have the effect that their attitude towards research turns from "it must be too difficult to digest; it is not for me" to "hey - this is something that even I can understand! - perhaps a PhD career may not be so bad after all!". The reading is most often coupled with hands-on work in - for example - implementing a mathematical optimization model in a standard modeling/solution tool (AMPL/CPLEX, for example), or even add features (extensions to a model, or to an algorithm) to an already given implementation. It usually is a success! 

give them exposure to practical things, train them to write comprehensive and short report of their work etc. Writing in parts and fragments is a great help indeed. English is not my mother tongue and I studied from the schools of rural background, but I'm successful writer because of understanding some basics of this art. To understand one can go to the link of my blog. 

https://camel4milk.wordpress.com/2015/10/06/al-ain-doctor-sees-potential-in-camels-beyond-their-milk/

https://camel4all.wordpress.com/2015/11/08/turning-again-to-the-native-gene-back-to-the-future/

I completely agree with Dr. C. Lewis Kausel . In my opinion, the new researcher should attend and use of her mentioned points about Writing.

I would always encourage any undergraduate or PG student to read effectively research papers, understand the contribution, and write on their own (without plagiarizing) reports about the paper. Besides, a good teacher must stimulate research paper writing by not just teaching how to write, but clearing the concepts and barriers that often crop up where students find it difficult to write on their own.

I greatly agree with Prof. Lewis and other colleagues on this thread regarding the issue that students should be motivated and encouraged to write research papers, but should never be forced upon on compulsion to write a paper. There are many successful professionals, corporates, and managers/doctors who easily go by without any major research outputs in their lifetime (leaders), so, it shouldn't be made compulsory in curriculum (except in M.S., PhD) to write a research paper. That would result in plagiarism from unmotivated students who do not want to perform any research, but need only to accrue the real benefits from such research. 

The art and science of writing research papers cannot be emulated just by practice: it should come from one's inside. It also needs maturity and understanding about the concepts and fundamentals behind what is to be written; it matters less how it is to be written (experiments suffice this "how"). If someone is truly motivated, he/she must be encouraged with full effort and should be backed up by the faculty to write his/her best. This is called guidance.

Another thing is good teaching. A good teacher can motivate as many students to take up interests in research/research paper writing, but a bad teacher (pardon me, a not so good teacher) wouldn't be able to effectively stimulate students to take up research.

Make them feel there work worth alot even if it isn't, In later case (if there work worth nothing) but you realise with your experience that the student has put efforts but unsuccessful to grab the core idea, don't directly criticise them rather give them direction and well directive points. If once started understanding, how to read a technical document, by this gradual process, then the presentation of his own work in his own writing will drastically improve.

In short to keep your students encouraged, avoid dis-couraging them.

                                                         REGARDS

Reading good, well written papers are very important. Ask the students to write on some academic work. Let this be kept closed for seven days. After that ask the same student to edit that. I think this will help.

I would encourage medicine students to write and to present clinical case reports because the case report is of practical interest for medical profession and professionalism in medicine. It would represent entirely their honest work.

Best regards! 

By showing them the advantages of these type of report I can encourage them to write a technical report. Normally, we used to do a work if we see some advantage it it else we used to ignore it.