Common grammatical errors in essay writing made by thirdyear English majors at Thuongmai University and suggested solutions

Common grammatical errors in essay writing made by thirdyear English majors at Thuongmai University and suggested solutions Common grammatical errors in essay writing made by thirdyear English majors at Thuongmai University and suggested solutions Common grammatical errors in essay writing made by thirdyear English majors at Thuongmai University and suggested solutions Common grammatical errors in essay writing made by thirdyear English majors at Thuongmai University and suggested solutions Common grammatical errors in essay writing made by thirdyear English majors at Thuongmai University and suggested solutions Common grammatical errors in essay writing made by thirdyear English majors at Thuongmai University and suggested solutions Common grammatical errors in essay writing made by thirdyear English majors at Thuongmai University and suggested solutions Common grammatical errors in essay writing made by thirdyear English majors at Thuongmai University and suggested solutions Common grammatical errors in essay writing made by thirdyear English majors at Thuongmai University and suggested solutions Common grammatical errors in essay writing made by thirdyear English majors at Thuongmai University and suggested solutions Common grammatical errors in essay writing made by thirdyear English majors at Thuongmai University and suggested solutions

ACKNOWLEDGEMENTS I would like to express my gratitude to my extraordinary instructor Mrs Vu Thi Thu Trang, thank her for mentoring me She inspired me to pursue this topic and gave me the confidence and tools I needed to it Without her direction and constant encouragement, I would not have learned so much and would not have been able to complete this research project I am greatly indebted to her insightful comments on my work In addition, I am also grateful to all teachers at Thuongmai University for their useful lectures and contribution which help me get steady foundation with great ideas in this thesis writing process A special gratitude also goes out to the third year English majors who were involved in the study Thanks to their help, I was able to conduct my research Hanoi, December 2020 Tong Ngoc Minh TABLE OF CONTENTS ACKNOWLEDGEMENTS i TABLE OF CONTENTS ii LIST OF ABBREVIATIONS .v LIST OF TABLES vi CHAPTER I: INTRODUCTION 1.2 Aims and objectives of the study 1.3 Scope of the study 1.5 Methods of the study 1.6 Design of the study .3 CHAPTER II: LITERATURE REVIEW 2.1 Academic writing 2.1.1 Definitions of writing 2.1.2 Definitions of Academic writing 2.2 The importance of writing 2.3 Essay writing 2.3.1 Definitions of essay 2.3.2 Classification of essay 2.3.2.1 Narrative essay 2.3.2.3 Cause and effect essay 11 2.3.2.4 Process analysis essay 11 2.3.2.5 Argumentative (Persuasive) essay 11 2.3.2.6 Expository essay 11 2.4 Structure of English essay 12 2.4.1 Introduction 12 2.4.2 Main Body 12 2.4.3 Conclusion 13 2.5 Assessment criteria .13 2.6 Grammatical errors 15 2.6.1 Definitions of grammar 15 2.6.2 Definitions of grammatical error .16 2.6.3 Common grammatical errors 16 2.6.3.1 Word choice 16 2.6.3.2 Word form 18 2.6.3.3 Wordiness 18 2.6.3.4 Subject- verb agreement 19 2.6.3.5 Word order 20 2.6.3.6 Verb tenses .20 2.6.3.7 Not parallel 21 2.6.3.8 Choppy 22 2.6.3.9 Run-ons 22 2.6.3.10 Fragments 22 2.6.3.11 Semi- colons 23 2.6.3.12 Comma splices .23 2.7 Mother tongue’s influence 23 2.7.1 Overgeneralization 23 2.7.2 Mother tongue’s interference 24 2.7.3 Interlingual and intralingual 25 2.8 Organization 25 2.8.1 Thesis statement .25 2.8.1.1 The Statement is Unclear .25 2.8.1.2 The Statement is Too Complicated 26 2.8.1.3 The Statement has no real purpose .26 2.8.2 Support .26 2.8.3 Layout 26 2.8.3.1 Pay attention to detail 27 2.8.3.2 Avoid unclear hierarchy 27 2.9 Summary 27 CHAPTER III: FINDINGS AND DISCUSSIONS 28 3.1 Subjects 28 3.2 Survey questionnaires 28 3.3 Data collection and analysis 28 CHAPTER IV: SOME SUGGESTIONS TO IMPROVE ESSAY WRITING 40 4.1 Self-correction 40 4.2 Teacher-correction .43 CHAPTER V: CONCLUSION 45 REFERENCES 46 APPENDIX 47 LIST OF ABBREVIATIONS MTI: Mother Tongue Influence ESL: English as a Second Language L1: First language L2: Second language LIST OF TABLES Table Assessment criteria 15 Table Word form .18 Table Verb tenses 21 Table Layout 27 Figure 1: Students find the most difficult skills 28 Figure 2: Students interested in English writing 29 Figure 3: The importance of English essay writing .30 Table Figure Students feeling about English essay .30 Table Figure Student’s knowledge about organization of an English essay 31 Figure 6: The reason why the students make grammatical errors 32 Figure 7: The importance of grammar in English essay writing 33 Figure 9: Kinds of grammatical errors 34 Figure 10: The habit of checking grammatical structures 35 Figure 11: The frequence of using dictionaries 36 Figure 13 Strategies to improve 37 Figure 14: The habit of making outline .38 Figure 15: The importance of getting feedback 39 CHAPTER I: INTRODUCTION 1.1 Rationale English is described as the "language of opportunity" It is one of the most widely used languages in the world In addition to the UK, 60 out of 196 countries consider English as the official language It is estimated that 1.5 billion people speak English globally, and about another billion are in the process of learning it This is why English is more beneficial than languages that are less likely to be used It means that English is the language that will give you the best results for your efforts After all, intellectual challenges aside, there are few points that put a great deal of time and effort into learning a language that you will almost never have the opportunity to use Even in a country where English is not an official language, English is still considered a "lingua franca" - a common language for people of different origins Many people come from different lands and will benefit you one day when you need a job When traveling, you will not need to worry about getting lost in an unfamiliar country, having confidence in ordering food and being able to talk to the locals about their lives With English, you have more options to work in industries that require employees to be fluent in this language such as aviation, travel, movies Nowadays, English becomes a compulsory subject in many schools, colleges and university Students are taught four skills which are listening, speaking, reading and writing from their primary school to university Students often find that writing is the most difficult skill that requires the writer to master and use a complex combination of language skills, from vocabulary and spelling to the ability to organize ideas logically Many native speakers of English when writing on topics they have known well; they must try very hard to write correctly Therefore, when writing English, students who are from non- native English speaking countries must make a lot of effort to things that a normal native speaker also finds difficult Essay writing is one of the important contents of writing syllabus for the English majors Like other students, the third- year students at Thuongmai University have also some difficulties in writing although they can speak and read quite well, hardly they write correctly They often not take much serious consideration into grammatical usage in writing, consequently numerous of them actually make many grammatical mistakes Normally, they will solve the problem themselves by looking for documents as well as asking friends However, the problem will be more difficult if they not know deeply about the problems which related to grammar That is the reason why the title “Common grammatical errors in essay writing made by third-year English majors at Thuongmai University and suggested solutions” is carried out Reviewing and improving students’ study skills will not only enhance their confidence and help them succeed in the future, but will also enable them to work more effectively in the time available for study The thesis aimed at detecting some common grammatical errors in writing English essay, recognizing the importance of writing, showing factors that influence the writing of students' essay Then, it also gives some solutions to enhance their essay writing 1.2 Aims and objectives of the study The study aims at analyzing common grammatical errors in essay writing of third-year English majors at Thuongmai University and propose some appropriate recommendations and solutions in the hope of improving essay level The study is intended to address the following issues: - Give an overview of academic writing and essay writing; - Figure out the grammatical errors made by third- year English majors; - Propose the solutions to enhance writing skills 1.3 Scope of the study In order that the study can be deeply examined, the writer needs to limit the study on writing essay for the third-year English majors of Thuongmai University, course 2017-2021 The research focuses on discovering the common grammatical errors of the third- year English majors in essay writing, showing the results as well as suggesting some effective solutions to enhance their skills 1.4 Research questions With the aims to figure out some solutions to help the third-year English majors of Thuongmai University improve and enhance their essay writing skills, the research questions were addressed as follows and this thesis was hoped to answer them: - What are the difficulties that the third-year English majors at Thuongmai University face in essay writing? - Which grammatical errors the third-year English majors often make? - What are the factors affecting on those difficulties? - How to improve the quality of essay writing for the third-year students at Thuongmai University? 1.5 Methods of the study To make the aims of the study clearly, the author will use questionnaires to identify the differences between before and after of survey Then the data will be synthesized and analyzed to help figure out student’s problems and the tips for improving their weakness The author also uses information in books which were written by both English and Vietnamese authors who had research in essay writing The writer hopes to find out the common grammatical errors in essay writing made by the third-year majors at Thuongmai University and suggest the ways to deal with them 1.6 Design of the study The study consists of five main chapters: Chapter I: The introduction includes the rationale, aims and objectives of the study, scope of the study, research questions, methods of the study and design of the study Chapter II: Literature review supplies the readers with the theoretical background including the theory of academic writing, essay writing, assessment criteria and grammatical errors Chapter III: Findings and discussions includes methods, subjects, survey tests and questionnaires which are used, data collection and analysis Then, it shows common grammatical errors as well as the major causes in essay writing Chapter IV: Some solutions to improve essay writing plays an important role to find out solutions to help students solve the problems Chapter V: The conclusion summarizes the main point of the whole study CHAPTER II: LITERATURE REVIEW 2.1 Academic writing Writing has been with us for several thousand years, and nowadays is more important than ever Not everyone knows about its theories deeply So, this chapter gives an overview of the previous studies, the general viewpoint on essay writing as well as theories related to it 2.1.1 Definitions of writing There are many definitions of writing given by famous linguists According to Nunan (2003), writing is physical and mental act, it’s about discovering ideas, thinking about how to communicate develop them into statements and paragraphs that will be comprehensible to a reader Writing has dual purpose: to express and impress Writers must select the most advantageous dedium for their writing Each types have a different level of difficulty which determined by its objectives Writing is a process and also a product The writer creates, plans, writes various drafts, revises, edits and publishes The audience reads are a product Berninger (2002) also defined writing is considered an active creation of text envolves on the one hand lower- order transcription skills such as hand-writing, punctuation and spelling, and on the other hand, higher- order self-regulated thinking processes such as planning, sequencing and expressing the content It requires the writers to express the content of writing into a good composition by considering the aspects of writing to be understood the readers Byrne (1988, p.1): Writing is the act of forming graphic symbols such as letters or combination of letters which relate to the sounds we make when we speak It is somehow like “making marks on a flat surface of some kind” Nonetheless, at higher level, writing is not only the “production of graphic symbols” It is the process of “arranging symbols according to certain convention, to form words and words have to be arranged to form sentence” In this way, any act relating to the forming, with or without meaning, of letters can be considered writing The definitions of writing are variously stated by some experts According to White and Arndt (1991) in Hammad (2003, p.1), writing is a thinking process which demands 14 How often you write outside the classroom? How often you write outside the Percentage classroom? Always 10% Often 30% Rarely 45% Never 15% Table Figure 12: The frequence of writing outside the class As we can see from the table, almost the students, 45%, rarely wrote outside the class and 30% showed that they often wrote The statement of thoughts in writing helped to improve mood, well-being and increase stress resistance, if they did it systematically They also said that writing skill could be improved by practice 15% of the students supposed to never write and the remaining 10% always In this sense, students need to write more often especially outside the class to make sure they apply what they have learned during the session in order to make a progress 15.Which of the following strategies you use to improve English essay writing? Figure 13 Strategies to improve The pie chart showed that 39% of the students agreed with practicing writing and 34% chose reading books, materials intensively They found these ways easy to as well as help them improve writing skills a lot Reading improved their ability to comprehend written 37 material, a helpful skill in any career These ways helped articulate thoughts and improved their vocabulary and makes them a more creative thinker 36% of the students said that they practiced translating and the remaining 1% supposed to get feedback and rewrite 16 How often you make an outline before writing? Figure 14: The habit of making outline The results of the pie chart showed that 40% of the students often made the outline before writing, 35% rarely did and 20% always did As their opinions, an outline helped them focus their attention It helped the students determine what to write It gave them a roadmap from start, through the middle, and to the end Outlining actually helped them write more quickly, more effectively The last 5% of the students said that they never made an outline 38 17 Do you think that rewriting an English essay after getting feedback important? Figure 15: The importance of getting feedback As we can see from the pie chat, 60% of the students agreed that getting feedback was very important Feedback was valuable information that helped improve writing skills It lets them know how much progress they’ve made toward their writing goals and what else they need to to meet them 25% said that it was important, 10% said that it was a little bit important and the remaining said that it was not important 3.5 Summary From the chart and the table, we can see that the most common kinds of grammatical errors in English that third-year English majors often make in essay writing were using wrong vocabulary, subject-verb agreement, verb tenses Followed by not parallel, prepositions, choppy and commas splice They should take notice and practice more to get better 39 40 CHAPTER IV: SOME SUGGESTIONS TO IMPROVE ESSAY WRITING After discovering the reasons leading to the common grammatical errors in essay writing made by the third-year students at faculty of English, chapter IV will provide some solutions to avoid these errors and write a good composition 4.1 Self-correction Many students who struggle have the skills they need to succeed in writing, but are weak at detecting errors and fixing them What that looks like are students who read a topic and neglect to stop when their writing does not make sense, or students who write and neglect to stop when their writing doesn’t look right, or a combination of both Students who not notice their own errors are actually trickier to teach than students who need to be taught certain skills Self-correction requires that they have to notice their mistake and employ some strategies to go back and self-correct the error, or at least ask for help Students can all the steps below to improve their writing skills * Make an outline An outline is a helpful guide in organizing Outlines give a visual structure to work and are used to show relationships and hierarchies within content To outline, the writer must create a linear, organized plan for the paper that shows the main ideas that they will discuss as well as their relationships within the paper Remember that the outline is like the skeleton of the work; the writer will still need to include analysis and explanation of why these major and minor points support their thesis To create an outline: - Place the thesis statement at the beginning - List the major points that support the thesis Label them in Roman Numerals (I, II, III, etc.) - List supporting ideas or arguments for each major point If applicable, continue to sub-divide each supporting idea until the outline is fully developed The students should make an outline to clarify thoughts and develop ideas, identify weaknesses in argument, organize ideas to stay on target and save time 41 * Vary the length of the sentence In general, use short sentences to emphasize ideas Use longer sentences to explain, define, or illustrate ideas Do not follow a strict length for each and every sentence The writing should have a mix of short, medium, and long sentences Incorporating variety in academic writing avoids monotony, creates emphasis where needed, and helps the reader understand connections between different points If the writer find that the sentence is as long as a paragraph or around 40–50 words, break it down to smaller sentences Similarly, if your text has many back-to-back short sentences, join them * Vary sentence types and structures Vary sentence types by including occasional questions and commands Vary sentence structures by blending simple, compound, and complex sentences The writer doesn’t want their prose to sound so repetitive that it puts readers to sleep Start one sentence with an introductory clause and another with a straight subject Include simple sentences to break up long compound or complex sentences * Check mistake after writing The students rarely check their writing after finishing, they should check their work Going through the essay and crossing off once again can help them avoid careless errors The student should read the sentence all the way through, always to read the entire sentence- even if they think the error is choice A make sure to read all the way to the end This approach will help prevent them from falling into traps Once they've read through the whole sentence, the error may jump out at them There are some mistakes that can be made in the process of writing, but if we read again we can immediately find them out Therefore, it’s really important for students to reread their sentences after they have been completed They should always read the entire sentence When looking for the error, examine each choice individually, check verbs and pronouns first, since they're the most likely to include errors When an answer choice contains more than one type of word, check both 42 * Read books, materials intensively Everything the students read fills their head with new bits of information, and they never know when it might come in handy The more knowledge they have, the betterequipped they are to tackle any challenge they’ll ever face Additionally, here’s a bit of food for thought: should they ever find themselves in dire circumstances, member that although they might lose everything else, their job, their possessions, their money, even their healthknowledge can never be taken from them Besides, the more the students read, the more words they gain exposure to, and they’ll inevitably make their way into their everyday vocabulary Being articulate and well-spoken is of great help in any profession, and knowing that they can speak to higher-ups with selfconfidence can be an enormous boost to their self-esteem Reading books is also vital for learning new languages, as non-native speakers gain exposure to words used in context, which will ameliorate their own writing fluency * Practice translating Translation is as the fundamental writing process The common thread underlying the evolution from cave dwellers using written marks to elite scribes to a class of professional writers to universal writers, who are writing readers, is the human capability to translate ideas and thoughts in the mind into written symbols and messages and thus express ideas in written language Writing is in fact the main job of a translator Students should become familiar with different styles of writing and techniques and principles of editing and punctuation in both source and target languages When the students translation, they will have translational word lists Transitional word lists are important for students to have when learning to write Transitional words are used in writing to link paragraphs, sentences and ideas This linkage using verbs, adverbs, conjunctions or prepositional phrases adds to the clarity and complexity of writing and serves to better communicate the message being transmitted by the writer * Ensure the syntax, punctuation and tone of voice A person might not realize when writing but incredibly sophisticated sentences can drive away common people Thus, being as simple as possible is mandatory Essays should be thoroughly comprehensible by anyone and everyone but still using a wide range of 43 fascinating syntax is significant Effectual punctuation is necessary for conveying definite messages persuasively and grammatical mistakes are simply unforgivable Changing voice every now and then can make essays appealing and captivate attention along with retaining it for a prolonged period The context of essays might be formal and academic but that does not mean one has to be all boring A self-assured tone of voice would impress a larger segment of population in absolutely no time 4.2 Teacher-correction Teacher is one of the best people who can help students fix their mistakes Students after getting feedback from them, they should rewrite to make sure that they know their mistakes deeply and try to avoid it next time * Get feedback Feedback is valuable information that helps improve writing skills Teachers spend a lot of time providing feedback to students Feedback connects to student goals It lets them know how much progress they’ve made toward their writing goals and what else they need to to meet them The students should read through all of their feedback However, during revision, focus on the comments that will make their ideas more clear and help readers understand, then work their way down The teachers’ comments are there to help the students, not criticize Their feedback is part of a conversation through which their teacher is trying to support them and their writing development All of the feedback that they get Many people, when receiving a paper back from their teacher, will just look at the grade and not read the comments written in the margins or at the end of the paper Even if they received a satisfactory grade, it makes sense to carefully read all of the feedback they get Doing so may help them see patterns of mistake in their writing that they need to address and may help them improve their writing for future papers and for other classes * Rewrite Many students when they get feedback from their teacher, they often ignore it, even don’t see it again But they shouldn’t it because rewriting after getting feedback is really an important thing 44 When the students rewrite an essay, they should leave the original text in place (with the comments visible for reference) They can skip a line and start writing the paragraph again Maybe they’ll frame it differently Move thoughts or sentences around Recast clauses Strike an idea or passage entirely The students will sometimes parse every sentence in a paragraph (make that every clause) and see what the logical flow of the information should be, and start anew Their goal is simple: Make it different, make it clearer, make it better Then they can strike-through the original text (with the strike-through formatting button, not the “delete” command) and leave both in place for further perusal Generally, making something different will make it better The students always want specific feedback and pointed comments, but they won’t always get them Rewriting will make their work better, stronger, more supple, and more communicative 45 CHAPTER V: CONCLUSION This study aimed at identifying, describing, categorizing and diagnosing the type of grammatical errors made by third-year English majors of Thuongmai University and the sources of these errors as well as some solutions in order to help them to write a better essay in the next time Chapter I includes rationale, aims and objectives of the study, scope of the study, research questions, methods and design of the study in hope that the reader will have an overview on this study Literature review is the chapter II which provides the basic theory and concepts such as definition and overview of academic writing, definitions of interlingual and intralingual, errors It would help the readers to form the framework to keep research in the next chapters Chapter III is to collect and analyze data The writer has analyzed 17 questions of the survey test with the help of 200 third-year English majors at Thuongmai University Based on that, the writer has discovered common grammatical errors which students often made and gave some suggestions to improve writing skills which is shown in chapter IV Chapter V is the conclusion of the study Understanding the mistakes some students make when they write an essay or paper can help them avoid making the same errors It seems a bit unfair sometimes when they remember that not only their knowledge and grasp of the topic factor into their grade but their writing style as well If they keep an eye out for making some of the errors, they will be on their way to a better grade already In conclusion, as fore mentioned, some grammar as well as solutions to those problems when students write, the author hopes that results can help students overcome errors easily and learn more effectively Due to limited time and knowledge, mistakes are unavoidable in this study The writer hopes that this paper will be a useful source for students to write successfully 46 REFERENCES English materials Brosnahan, Irene and Janice Neuleib (1995) Teaching Grammar Affectively: Learning to Like Grammar New Hampshire: Cook Publishers Brown, H, Douglass (1980) Principles of Language Learning and Teaching New Jersey: Prentice Hall Inc Burke, S (2010) The construction of writer identity in the academic writing of Korean students: A qualitative study of six Korean students in the U.S Byrne, Donn (1988) Teaching Writing Skill (New Ed) Chakraverty, A and Gautum, K (2000) Dynamics of writing Corder, S.P (1981) Error and an Interlanguage London: Oxford University Dawkins and John (1995) Teaching Punctuation as a Rhetorical Tool College Composition and Communication Foxman, D., Ruddock, G and Thorp, J (1989) Graduated Tests in Mathematics: A study of lower attaining pupils in secondary schools NFER-NELSON publishing Graham, S., Harris, K and Hebert, M (2011) Informing Writing: The Benefits of Formative Assessment A Report from Carnegie Corporation of New York 10 Harmer and Jeremy (2008) The Practice of English Language Teaching (4th Edition) Britain: Person Education, Inc 11 Huxley (1923) Preface of Collected Essays 12 Nunan, D (1999) Second Language Teaching & Learning Boston: Heinle & Heinle 13 Odlin, T (1989) Language Transfer: Cross-linguistic influence in language learning New York: Cambridge University Press 14 Palmer (1976) Grammar 15 Richard, J, C (1974) Error Analysis: Perspective on Second Language Acquisition London: Longman Group Ltd 16 White, R and Arndt, V (1991) Process Writing Essex: Addison Wesley Longman Ltd 47 APPENDIX SURVEY QUESTIONNAIRES My name is Tong Ngoc Minh, a student from K52N5 of Thuongmai University The survey questionnaires are aimed at figuring out the grammatical errors as well as the difficulties of the third-year English majors in essay writing Your answer will be used for researching purpose of my entitled “Common grammatical errors in essay writing made by third-year English majors at Thuongmai University and suggested solutions” Thank you very much for your co-operation! Question 1: Which of the following skills you find most difficult to learn? A Listening B Speaking C Writing D Reading Question 2: Are you interested in learning English essay writing? A Yes B No Question 3: What you think about the importance of English essay writing? A Very important B A little bit C Important D Not important Question 4: How you feel about learning English essay writing? A Very difficult B A little bit C Difficult D Normal Question 5: Is English grammar important in English essay writing? A Very important B Important C A little bit 48 D Not important Question 6: Which kind of following essays you know? A Narrative essay B Comparison and contrast essay C Cause and effect essay D Process analysis essay E Argumentative (Persuasive) essay F Expository essay Question 7: Where is the thesis statement located in an English essay? A The first sentence B The second sentence C The last sentence Question 8: What is the organization of an English essay? A 3-7-7-3 B 3-5-5-5-3 C Both of them Question 9: Why you think students make grammatical errors in English essay writing? A Misunderstanding the denotation B The influence of mother tongue C Poor knowledge of English grammar D Poor knowledge of English lexis Question 10: What difficulties you have to face with when you write English essay? A Vocabulary B Tenses C Sentence structure D All of them 49 Question 11: What kinds of grammatical errors you have to cope with when you write English essay? A Using wrong vocabulary B Subject- verb agreement C Prepositions D Verb tenses E Not parallel F Choppy G Commas splice Question 12: How often you check grammatical structures after finish writing? A Always B Often C Rarely D Never Question 13: How often you use dictionary in English essay writing? A Always B Often C Rarely D Never Question 14: How often you write outside the classroom? A Always B Often C Rarely D Never Question 15: Which of the following strategies you use to improve English essay writing? A Practice writing B Read books, materials intensively C Practice translating D Get feedback and rewrite 50 Question 16: How often you make an outline before writing? A Always B Often C Rarely D Never Question 17: Do you think that rewriting an English essay after getting feedback important? A Very important B A little bit C Important D Not important 51 ... written by both English and Vietnamese authors who had research in essay writing The writer hopes to find out the common grammatical errors in essay writing made by the third-year majors at Thuongmai. .. and objectives of the study The study aims at analyzing common grammatical errors in essay writing of third-year English majors at Thuongmai University and propose some appropriate recommendations... Example: Attained and obtained Incorrect: The sensors attained steady state readings at high temperatures Correct: The sensors obtained steady state readings at high temperatures Attain means reach and