Abstract

In the advent of technology, visual literacy is no longer exclusive to the ability to read texts or prose but now also requires the effective reading of non-prose forms (graphs, charts, tables, and others). Hence, the creation of non-prose forms has become an essential skill due to the need for more efficient and more precise presentation of ideas. Specifically in the course English for Communication (ENGLCOM) students training to become future professionals are expected to prepare non-prose forms that convey condense information based on elaborate texts. Again, with the onslaught of technology, it can be noted that students have now changed their ways of preparing non-prose forms in their academic output.  This study thus investigates the common difficulties students encounter in the process of translating complex prose materials to non-prose forms such as insufficient knowledge of the conventions of non-prose, poor comprehension of texts, low technological competence, and other problems. Recommendations for further improvement in the teaching of non-prose forms are extracted from identified student weaknesses.