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Abstract
This study examines determinants of writing capacity with a focus on the University of Iringa's certificate students, Tanzania. Writing demands expertise in grammar, punctuation, vocabulary, and critical thinking. Writing is challenging to most students, particularly non-native English speakers and students transitioning from secondary to tertiary education. The essay discusses the cause and consequence of poor writing, such as grammatical errors, sentence issues, punctuation mistakes, and the absence of logical reasoning. Qualitative case study was conducted on 90 certificate students with the help of an open-ended survey and essay assignments. Essays showed the same linguistic and structural issues. The students struggle with subject-verb agreement, tense, prepositions, spelling, and punctuation. They are hindered from writing coherent sentences, organizing ideas, and developing arguments. The cause is inadequate exposure to academic writing, lack of practice, linguistic interference from languages like Kiswahili, and inadequate English grammar proficiency. Inadequate writing skills reduce confidence, bring about shame when delivering presentations, and result in low marks due to grammatical errors. Poorly written assignments restrict lecturers' communication and erode students' credibility. It suggests a boost in writing pedagogy, frequent practice encouragement, and the inclusion of creative writing courses. Grammar, punctuation, critical thinking, regular extensive reading, and self-writing should be stressed by teachers to enhance the writing skill of students. This research emphasizes the importance of identifying and addressing writing problems at an initial stage of education to enhance the learning and communication of students.