Many Nigerian students are plagued by recurrent problems in composing academic projects, and these errors often lower the general quality of their work even though they have good ideas. Chief among the problems that students face is the disorganized presentation of ideas, where they are unable to display their arguments in a clear and logical way in the first place. Rather than leading the reader gradually through their points, their writing makes sudden changes in ideas, thus becoming very hard to comprehend. The other issue that is very much associated with poor paragraph structure is the failure to link sentences together in a proper manner, making them unexplainable. The other issue that is rampant among students is that of incorrect use of grammar and punctuation. It involves the use of incorrect verb tenses, subject and verb agreement, among others.

Besides, numerous students depend a lot on the direct transcribing of information from the sources without the real comprehension, which results in plagiarism or substandard paraphrased content. The main reason for this is, in most cases, the students do not spend time to reword or explain the information in their own language and/or they do not trust their voice enough for a free independent expression of ideas. Another point of difficulty is the reference aspect, which is a major academic issue. Students may not cite their references appropriately and at times they choose different styles of citing for no particular reason. Apart from that, students may opt for informal language and even slang while writing for academic purposes which reduces the level of professionalism. It is imperative for students to keep their language formal while writing their academic papers but at times they tend to write as if they were chatting on Facebook or Twitter.

The other main problem is that students do not always communicate their ideas clearly and precisely. At times they try to impress using complicated vocabulary or very long sentences which actually are ineffective in terms of communication of the main point. Rather than enhancing their writing, these mistakes make the reader more confused. In the same way, one of the frequent mistakes is the change of words in the repeated statement of the main point while no real new insight is brought into the work. Another item that sometimes leads to poor writing is the leaving of proofreading almost completely out of the picture because the students are so pressed for time that they simply submit their work as they have finished it.

In addition, weak introductory and concluding paragraphs are quite significant issues. A number of students do not clearly articulate their research goals right from the start. On the other hand, some of them just close their papers without summarizing major results or giving substantial interpretations. This is why their works seem unfinished at a deeper level. Besides that, non-compliance with the project/feedback issuance criteria can bring to omitting major parts or layout trim requirements. Moreover, there is another phase where learners do not pay enough focus on criticizing the contents but rather mention them, cite them without analyzing them in detail. In general, these mistakes indicate that learners must develop some good writing practices, proofreading skills, and understanding of academic concepts. If learners make advancements in this respect, then there will be a significant improvement in the quality of project writing.