An Act of Theft: Teaching Grammar (original) (raw)

Grammarly Grammatical Grammar: An Investigation into Writing Issues

1970

The paper used an electronic writing enhancement platform to identify the writing issues in two essays of Level 4 Foundation students. In six broad categories – Spelling, Grammar, Punctuation, Enhancement Suggestion, Sentence Structure and Style – the upper group had 3,551 issues clustered into 28 sub-categories while the lower group recorded 3,974 issues bundled into 27 sub-categories. Statistical Package for the Social Sciences was used to get the mean, standard deviation and significant difference between groups in terms of issues and sexes. It was found out that the writing issues between the two groups were significantly different with p-value of 0.016. Specifically, the writing issues means in Essay 1 at p-value of 0.001 was found to be significant. On the other hand, writing issues in Essay 2 has no significant difference with p-value of 0.965. Moreover, there is no significant difference in the writing issues between sexes as confirmed by the computed p-value of 0.557.

The Grammatical and Mechanical Errors of Students in Essay Writing

Jurnal Bahasa Inggris Terapan

This study is about an analysis of grammatical and mechanical errors made by the students across the three levels of writing ability: high, average, and low. The grammatical and mechanical aspects analyzed were subject-verb agreement, sentence fragment, conjunction, capitalization, punctuation, and spelling. The present study aimed to find out the most common grammatical and mechanical errors and to identify the percentage of each error found in the essays. Students’ essays taken from their English writing quiz were collected as the data since they might contain grammatical and mechanical errors. This study employed textual analysis and was supported by simple calculation to determine the frequency of each error found. The data were analyzed by identifying the errors, explaining why the errors are incorrect and writing the proper corrections, and evaluating the errors to get the percentage of each error found. The results showed that the most common grammatical error found is the us...

An Analysis of Grammatical Errors on Students’ Writing

2017

This study was conducted to find out the grammatical errors on students’ writing. Grammatical errors were analyzed based on surface strategy taxonomy by Dulay, Burt, and Krashen. It consisted of four types, they were omission, addition, misformation, and misordering. There were 27 students that became the subject of this research. The purpose of this research was to identify and describe the dominant types of grammatical errors on students’ writing and to know to what extent the factors cause grammatical errors on students’ writing. Qualitative and quantitative were chosen as the research design. Library research, analysis, documentation, writing test result, questionnaire, and interview were used as the instruments of the data collection. The result of this research showed that the number of errors occurred was 810 errors. Omission errors had the biggest percentage with the percentage of 37%, followed by addition errors with the percentage of 32%. Misformation errors was in the thi...

An Investigation into The Grammatical Errors of Students' Writing

Eduvelop: Journal of English Education and Development, 2020

Writing serves as a tool for students to extend their grammatical composition, enrich their lexicon, and increase other language abilities, such as reading, listening, and speaking. This study intended to examine written features and analyze frequent errors of students' grammar in writing. Employing a qualitative descriptive research method, the samples were chosen based on convenience samples. The participants were high school students studying at their Year 10, whose English language competence was at an average grade. The students practiced descriptive writing and grammar rules. Four students submitted their essays analyzed using content analysis. The assessment criteria were analyzed using a framework of grammatical errors by Carl James (1998), which classify errors into nine (9) categories (prepositions, articles, singular/plural, adjectives, irregular verbs, tenses, concord, possessive case, and passive/active). The study found 73 errors in students' writing. The top three errors found were prepositions, articles, and tenses, in a particular order. The next identified errors were singular/plural, concord, possessive case, and irregular verbs. Some pedagogical implications deriving from the study were also highlighted. The present study suggests the need for EFL teachers to improve their skills in marking and giving feedback toward students' writing. This will, in turn, improve students' writing skills.

Grammatical Intricacy on Students' Writing

Vision: Journal of Language and Foreign Language Learning, 2017

Grammatical intricacy refers to how often a clause complex in a text in comparison with simple clauses. It is accepted that any text has a different level of intricacy (complexity). This is all related to how much information is introduced in a clause complex which can contain more than one simple clause. Classification of clauses (sentences) applies to the determination of grammatical intricacy (complexity) of a text. If in a text there are more clause complexes than simple clauses, it can be said that the text is more complex in the sense that it presents more information in a condensed way. Consequently, learners are potential to encounter problems. The concept of this article only focuses on the paratactic clause, hypotactic clause construction and the combination among clause constructions used by students.