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Writing is regarded as the most challenging skill to acquire when learning a foreign language. Extensive research into students' writing abilities is one method for understanding the challenges they face when writing. This study aims to investigate the most frequent English writing errors made by Saudi female university students at the tertiary level. The study's population comprised forty female college students. They had 45 minutes to write paragraphs on a variety of subjects. The participants in this study were selected at random and asked to compose an essay on any of the topics provided so that errors could be identified; the results were then analyzed and explained. Based on the findings, we can conclude that all 40 paragraphs of the essays written by Saudi female university students at the tertiary level contained 192 misspellings. There were 41 plural form errors, 58 comma punctuation errors, and 52 full stop punctuation errors. There were 119 instances of incorrect grammar, syntax, or word choice. The data analysis concludes that female students make numerous punctuation, syntactic, grammatical, and lexical errors, with most errors occurring in spelling and syntax. The results of this study are significant because the identified errors will have pedagogical implications when teaching writing skills to college-level English language students. This result sheds light on the areas that should be emphasized when teaching writing skills to EFL students in Saudi Arabia.

ObjectiveTo compare head kinematics measurements obtained from 6 different head impact sensors utilizing different methods of sensor-to-head fixation. DesignFree-drop impacts (total n = 54) were performed at 3.5 and 5.5 m/s onto to the front, back, side, and top of 2 elderly human cadaveric head-neck specimens: a helmeted (Riddell Revolution Speed) male specimen was dropped onto a NOCSAE testing pad; an un-helmeted female specimen was dropped onto a framed sample of field turf. The specimens were instrumented with an intracranial reference sensor surgically mounted at the approximate head center-of-mass by a rigidly-fixed custom standoff pad, an intra-oral test sensor rigidly fixed to the upper teeth/hard palate by a custom orthodontic appliance, and 4 commercially available head impact sensing systems: X-Patch, Vector mouth guard, HITS (helmeted condition only), and G-Force Tracker (affixed to helmet interior or head band depending on helmet status). Peak linear and rotational head accelerations (PLA and PRA) were compared between each sensor and the intracranial reference sensor using intraclass correlation coefficients (ICC [2, 1]). ResultsAgreement with reference PLA and PRA values differed between sensors, with the greatest agreement observed for the rigidly affixed intraoral sensor (ICC = 0.921, PLA; ICC = 0.810, PRA). Agreement for PLA and PRA, respectively, was: for X-Patch, ICC = 0.638, ICC = 0.155; for Vector mouth guard, ICC = 0.775, ICC = 0.480; for HITS, ICC = 0.662 (PLA only); for G-Force Tracker, ICC = 0.364 (PLA only).