SENTENCE ERROR ANALYSIS IN THE WRITINGS OF FIRST-YEAR TERTIARY STUDENTS

Abstract

This study investigated the sentence errors committed by first-year students at Mariano Marcos State University. The research focused on identifying and categorizing various types of sentence errors, including sentence fragments, run-on sentences, and subject-verb agreement errors. By analyzing these errors, the study aimed to provide insights into the underlying linguistic challenges faced by students in their writing. The methodology involved a detailed examination of 30 written compositions from tertiary students enrolled in the Intensive English course during the 2023-2024 academic year. These samples were analyzed to categorize the errors and identify patterns in student writing. Findings reveal that sentence fragments and run-on sentences are prevalent, indicating a significant struggle with constructing grammatically complete and properly punctuated sentences. Additionally, subject-verb agreement errors frequently occur, suggesting difficulties in understanding and applying basic grammatical rules. In response to these findings, the enhanced Intensive English syllabus was developed to improve the English language proficiency of first-year tertiary students by directly addressing the errors identified in their writings. Key elements of the revised syllabus include a redesigned curriculum that emphasizes fundamental grammar and writing skills, specifically targeting errors like sentence fragments, run-on sentences, and subject-verb agreement. Ultimately, the revised Intensive English syllabus represents a data-driven and adaptive approach to curriculum development, designed to improve students' grammatical competence and writing quality by aligning teaching content with identified error patterns. This proactive strategy demonstrates the university's commitment to enhancing educational outcomes by closely linking instructional methods to empirical research findings.