Comma Splices Research Articles

ANALYSIS OF PRIMARY SCHOOL STUDENTS' WRITING ERRORS IN ENGLISH SUBJECTS

ANALYSIS OF PRIMARY SCHOOL STUDENTS' WRITING ERRORS IN ENGLISH SUBJECTS

Errors on Sentence Structures Made by Students in Writing 2 and Writing 4 Classes

This study analyzed the types of errors on sentence structures by students in Writing 2 and Writing 4 classes in the English Department, Petra Christian University, and their similarities and differences. Eight categories of common errors on sentence structures proposed by Ho (2005) were used to analyze thedrafts. The types of common errors in this study were limited to four: Run-on Sentence, Fragmented Sentence, Inappropriate Subordinate Conjunction, and Misordering. The findings showed that both classes made all types of the errors and the most common error made was run-on sentences in the form of comma splice. Fragmented sentences with missing verb and subject were only found on writing 2 drafts while subordinating clauses in fragmented sentences were found on writing 4 drafts. Moreover, errors in relation to subordinating conjunction were more prominent in Writing 4. In conclusion, difficulties in utilizing conjunctions, and the different complexity of the drafts might affect the errors on sentence structures.

Common Errors in Grammar and Mechanics in Academic Writing by Senior High School Students

In the realm of language learning, learners' errors have emerged as a significant concern for analysis. Despite academic writing's formal nature, students continue to commit errors. In this qualitative study focusing on Grade 12 students' written academic texts, specifically application letters, a detailed analysis of common errors in grammar and mechanics was conducted. The research utilized content analysis on 186 application letters, employing a researcher-made rubric and involving three raters, including the researcher and two fellow English teachers. Thirty letters with the lowest scores were subjected to in-depth analysis using criterion sampling. The findings revealed prevalent grammatical errors, such as comma splice, subject-verb agreement issues, misused prepositions, and fragments. Mechanical inaccuracies included spelling mistakes, misused punctuation, and capitalization errors. Notably, a significant proportion of errors were identified in mechanics, indicating students' limited grasp of these aspects. The study underscores the crucial need for students to enhance their mastery of grammar, sentence structure, and mechanics in writing. To address these challenges, teachers are encouraged to employ engaging writing scenarios that involve grammatical exercises. Additionally, students should be advised to read extensively and understand the importance of thorough proofreading in refining their written communication skills. This study emphasizes the vital role of educators in guiding students toward proficiency in academic writing, ensuring their competence in grammar and mechanics for effective communication.

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Purpose: This study aimed to examine the students’ errors in composition writing. Theoretical Framework: This study is anchored to Corder’s (1974) model of error analysis in order to identify errors of the learners in their composition writing. The errors were discussed in five stages: collection of data containing errors, classification of errors, identification of errors, disclosure and evaluation of errors. Design/Methodology/Approach: The descriptive approach was used using qualitative and quantitative data since the study analyzed the errors committed by the students in composition writing. Moreover, descriptive design was used since the profile of the respondents in terms of sex was described. Lastly, error analysis was used in identifying the errors committed by the students in the writing of their autobiography. Findings: The study found that the Second Language Learners have committed numerous errors under mechanical, grammatical and structural categories such as: misspelling, lack of punctuation marks, errors in capitalization, wrong tense of verb, wrong subject and verb agreement, missing prepositions, fragments, faulty parallelism and comma splice. Research, Practical & Social Implications: This study has implications to language teaching and learning. Language professors should always incorporate lessons in grammar in all language courses. Further, the language learners should be more exposed to multiple writing tasks to enhance their writing skills. Originality/ Value: Development of an evidence-based English remedial program to improve the English proficiency and academic writing skills of second language learners in higher institutions.

Analysis of Second Language Learners’ Errors in Composition Writing: Basis for the Proposed English Remedial Program in Higher Institution

Purpose: This study aimed to examine the students’ errors in composition writing.
 
 Theoretical Framework: This study is anchored to Corder’s (1974) model of error analysis in order to identify errors of the learners in their composition writing. The errors were discussed in five stages: collection of data containing errors, classification of errors, identification of errors, disclosure and evaluation of errors.
 
 Design/Methodology/Approach: The descriptive approach was used using qualitative and quantitative data since the study analyzed the errors committed by the students in composition writing. Moreover, descriptive design was used since the profile of the respondents in terms of sex was described. Lastly, error analysis was used in identifying the errors committed by the students in the writing of their autobiography.
 
 Findings: The study found that the Second Language Learners have committed numerous errors under mechanical, grammatical and structural categories such as: misspelling, lack of punctuation marks, errors in capitalization, wrong tense of verb, wrong subject and verb agreement, missing prepositions, fragments, faulty parallelism and comma splice.
 
 Research, Practical & Social Implications: This study has implications to language teaching and learning. Language professors should always incorporate lessons in grammar in all language courses. Further, the language learners should be more exposed to multiple writing tasks to enhance their writing skills. 
 
 Originality/ Value: Development of an evidence-based English remedial program to improve the English proficiency and academic writing skills of second language learners in higher institutions.

These Students Can’t Write: An Examination of Cohesion and Coherence in Essays Written by the University of Botswana ESL Undergraduate Students

University lecturers in English as a Second Language (ESL) contexts are generally concerned about their students’ writing incompetence. Similarly, at the University of Botswana (UB) lecturers are usually heard saying that “these students cannot write”. Previous research attributes problems of writing to, among others, students’ lack of mastery of academic writing conventions, inability to analyse topics, and poor sentence skills. These problems undoubtedly contribute to the lack of cohesion and coherence in the students’ written essays. The focus of this study, therefore, was to investigate the cohesion and coherence of the essays written by the UB first year undergraduate Social Sciences students by specifically: a) Investigating the type of cohesive devices used in the essays. b) Identifying the problems of cohesion in the essays. c) Examining the coherence problems in the essays. d) Identifying other writing problems in the students’ essays. The terms cohesion and coherence in the context of this study briefly refer to the linguistic, organizational and semantic connectedness, readability, meaningfulness and relevance of a text or essay as perceived by the authors of this study who are experts in this field. A mixed research design of analyzing the essays and orally interviewing the students was adopted in this study to identify the cohesive devices used in them. The findings of this study were informed by Halliday and Hassan’s (1976) taxonomy of cohesive devices and their framework. The findings revealed that conjunctions and reference were used more frequently than substitution, vocabulary, and ellipsis. Other writing problems identified in the essays include the use of informal language, overlong sentences, redundancy, run-on sentences, fused sentences, comma splices, sentence fragments, awkward and/or meaningless sentences, and use of wrong words.

The Fragments, Run-Ons, and Comma Splices in Selected Types of Paragraph Writing

Writing is a challenge for non-native English writers since the process of transferring the message includes the writers’ writing competence and it is recorded permanently. As a result, the English learners make errors when they lack the writing skill and knowledge. This study aims to reveal the fragments, run-ons, and comma splices in selected types of paragraphs, namely descriptive paragraph, paragraph of logical division of ideas, process paragraph, and comparison-contrast paragraph. The empirical, quantitative approach is used to identify the frequency of each kind of error in the paragraphs written by students of English Department in University of Widya Dharma Pontianak in academic year 2021/2022. To conclude, the errors occur mostly in comparison-contrast paragraphs (37.96%) as there are different ways of organization. Furthermore, the most frequent kind of error is fragment (66.67%), which is missing an independent clause (41.67%). This is due to the students’ experiencing incomplete thought or their having an afterthought following their previous finished sentence. Lastly, the paragraph of logical divisions of ideas has the least errors (13.89%) and the kind of error that rarely occurs is run-on (9.26%).

Mr. Turbulent: A Critical Edition

Mr. Turbulent: A Critical Edition

Error reduction strategies in composition writing and teaching styles of language teachers in asist

This study determined the respondents' list of errors, as well as syntactic rules, lexical rules, mechanics, and the best writing strategies, such as modeled, guided, and independent writing, as well as their teachers' diverse teaching styles. For modeled writing, comma splice had 14 occurrences, while run-on had 0 instances, however for modeled writing, comma splice had 15 occurrences, while run-on sentences had 8 occurrences. Comma splice appeared 31 times in the independent writing, whereas run-on appeared 18 times. In modeled writing as for lexical rules, inconsistency of tense had the highest number of instances (47), whereas misused pronoun had the lowest number of occurrences (9). Still, in guided writing, inconsistency of tense has the largest frequency (50), followed by misused pronoun (eight). In independent writing, there were 32 instances of incorrect subject-verb agreement, but only two occurrences of misused prepositions. As to mechanics, for modeled writing, misspelling had 37 occurrences, while incorrect capitalization had 23 and incorrect punctuation had 21. Misspelling received 30 in guided writing, whereas incorrect capitalization received 7. Misspelling occurred 110 times in independent writing, whereas incorrect punctuation occurred 49 times. Although there was no significant difference in the errors made by respondents when creating compositions utilizing the various writing strategies—modeled, guided, and independent—there was a significant difference in syntactic rules and mechanics. For syntactic rules, modeled and independent writing have -.351 and guided and independent writing have -0.255, which are both greater than the index of 0.209. However, guided and independent writing had -0.452, which was higher than the mechanics index of 0.298. The facilitator had the highest frequency of three, while expert, formal authority, and delegator had the same two, and the personal model had only one. This suggests that the Laboratory High School language instructors place a premium on the teacher and student interactions personal aspect. A facilitator, according to Grasha (1995), directs and encourages students to ask questions, explore options, give alternatives, and encourage them to create criteria to make informed decisions. His ultimate purpose is to help them develop the ability to take initiative, behave independently, and be responsible. He consults with students on their projects and attempts to provide as much support and encouragement as possible. Furthermore, facilitator model teachers are more likely to focus on activities. This teaching method emphasizes student-centered learning, and students are given significantly greater responsibility for satisfying the needs of various learning tasks. Teachers frequently make activities for the group which requires active practicing, to solve problem and peer partnership. The personal model was the least popular of the teaching techniques employed by language instructors in their classes. Teachers who teach in a demonstrator or personal model style are more likely to provide teacher-centered lessons that emphasize demonstration and modeling. This sort of instructor serves students via a role model to display procedures and their skills as a guide or coach in assisting them to develop and apply the skills with a knowledge. The study concluded that independent writing can reduce errors in syntactic rules and mechanics but not in lexical rules. In addition, the facilitator as a language teacher's teaching style contributes to the decrease of syntactic rules and mechanics errors. Teachers should be encouraged to look into alternative error reduction writing strategies in order to acquire valuable feedback and use it for better and enhanced classroom instruction as a result of the findings and conclusions.

ERROR ANALYSIS OF SENTENCE STRUCTURE ON STUDENTS'PARAGRAPH WRITING

The objective of this study is to recognize errors in the sentence structure ofstudents' paragraph writing tasks. Quantitative research is applied to find out what type of errors and frequent errors are made by students in writing English paragraphs. There were 20 students' paragraph writing analyzed on the aspect of the verb tenses, subject-verb agreement, articles, pronoun agreement, sentence fragments, and run-on sentences/ comma splices. The result showed that the total for all kinds of errors made by the students in this assignment of paragraph writing was 82 errors. The two frequent errors occur in verb tense (23%) and run-on sentences (27%).

Error analysis of descriptive writings by pre-service EFL teachers: A case study in Indonesia

This research investigates pre-service EFL teachers’ writing proficiency by analyzing errors made in their descriptive essays. Conducted in one teacher training university in Indonesia, 40 randomly selected writing products assigned for the Writing course of 160 pre-service teachers, who are novice writers, were qualitatively analyzed. The result of the analysis showed that there were sentence fragments with 21 times or 42 %. It means that sentence fragment was the most dominant error done by students. Sentence fragment appeared due to the absence required in a complete sentence. Run-on sentence and comma splice existed 16 times or 32 %. Run-on sentences and comma splices appeared due to the wrong in combining two independent clauses. Choppy sentence were found 10 times or 20 % due to the use of too many short sentences, sometimes often repeating the same word at the beginning of a sentence. Stringy sentence were identified 3 times or 6 % of the whole essays due to the use of too many clauses with connected words. These clauses strung together forming one very long ineffective sentences. The findings are expected to reveal a comprehensive evaluation of writing proficiency of pre-service teachers and call for students, teacher educators, and policy makers to more concern with this crucial issue.

Exploring Grammatical Errors in English Writing Made by EFL Saudi Learners at Al-Dayer University College, Jazan University

Error analysis is a way to investigate errors in the second or foreign language acquisition. This study of error analysis is part of an investigation of the process of English language learning. Making grammatical errors by students of English as a Second/Foreign Language (ESL/EFL) in their writing is unavoidable and this makes the task of language teachers rather difficult to help learners overcome this stage. Some learners feel frustrated dealing with the same mistakes repeatedly. Therefore, language teachers should investigate students’ common mistakes and seek for the reasons of making them. Thus, the researcher, as a teacher, in this study aims at describing the grammatical errors committed by Arabic-speaking learners of EFL. This research is based on the analysis of writing compositions done by the students at Al-Dayer university college, Jazan University. The research is conducted based on the comprehensive error taxonomy of Byrd & Benson (1994). The errors were classified into three parts, ‘The Most Serious Errors’, ‘Intermediate Errors’, and ‘Punctuation and Mechanic Problems’. It is found that learners made various grammatical errors and the most common errors occurred in the third group, ‘Punctuation and Mechanic Problems’ (32.7% of the students). The second highest number of errors lay in the first category, ‘The Most Serious Problems’ (26.9% of the students). The second category in the table, ‘Intermediate Problems’, came as the least number of errors; 18.3% of the students made grammatical mistakes in it. It seems that L1 (Arabic) influence is the cause of so many errors that are committed by students such as ‘spelling’, ‘verb tense’, ‘word form’, ‘run-on sentences’ and ‘comma splice’. The study suggested some recommendations for further studies and also suggested to take in consideration students mistakes in the materials of grammar and writing courses so as students’ writing in English could be improved and grammatical errors be reduced

Error Analysis in the Written Texts of Pre-Service Teachers

The errors in the written texts of eleven (11) BSED English Pre-Service Teachers from a private university in Iloilo City, Philippines, are investigated in this study. The Error Analysis framework of Stephen Pit Corder was chosen to analyze errors of omissions, additions, selections, and misordering, as well as the sources of these errors, both interlingually and intralinguistically. The omission of past tense markers, auxiliary words, plural noun markers, and conjunctions revealed that the sentences were incorrectly structured. Written texts were complex and grammatically inappropriate due to the addition of verbs, plural noun markers, and articles. The inclusion of the present tense, the plural noun marker, articles, and other wordy expressions resulted in the expression's contradictory meaning. Furthermore, the presence of run-on or fused sentences, comma splices, and dangling modifiers resulted in sentence disorder and ambiguous meaning. There are a variety of reasons why English language learners make mistakes when learning a foreign language, one of which is Interlingual source, which occurs when they utilize their first language as a framework and then transform their ideas into English word for word. Intralingual, on the other hand, developed as a result of overgeneralization and the inability to apply rules in specific contexts, preferring simple grammatical combinations to intricate rules. In students' written texts, errors are widespread, indicating issues with writing processes. Pre-service teachers must be proficient in writing; thus, their English teachers must regularly review errors and conduct an intensive intervention session using appropriate instructional techniques to address their writing issues and needs.

Review: The Folk Singers and the Bureau: The FBI, the Folk Artists and the Suppression of the Communist Party, USA-1939-1956, by Aaron J. Leonard, and Woody Guthrie: An Intimate Life, by Gustavus Stadler

Review: <i>The Folk Singers and the Bureau: The FBI, the Folk Artists and the Suppression of the Communist Party, USA-1939-1956</i>, by Aaron J. Leonard, and <i>Woody Guthrie: An Intimate Life</i>, by Gustavus Stadler

The Sentence Fallacies in the Narrative Writing: A Descriptive Study of Gender Differences at Senior High School

Writing is one of the important skills that should be mastered by the students. Unfortunately, most of the students still have problems in writing especially in writing good sentences. Problems occur when the sentence form is incorrect. This research was intended to describe the tenth grade students’ sentence fallacies in their narrative writingsand explore the gender differences in their writing products based on the sentence fallacies. The sentence fallacies focused on sentence fragments, comma splices, and run-on sentences. There were 14 male students’ writings and 14 female students’ writings investigated in this research. A descriptive analysis was used to describe the students’ sentence fallacies and the percentage of male and female students’ sentence fallacies. Based on the result of the data analysis, it was found that both male and female students made the three kinds of sentence fallacies in their narrative writings. However, the male students made less sentence fallacies in almost all kinds of sentence fallacies, except in comma splice. The male students made more comma splices compared to the female students.

A Corpus-Based Analysis of Syntactic/Semantic Errors in University Level EFL Learners’ Writing

The purpose of this study is to investigate different types of errors identified from the essays written by 68 Asian EFL learners at a Korean university. The learner corpus containing these essays consisted of 2498 errors; based on the schemes suggested by previous researchers, those errors were analyzed according to error classification, i.e., sentence fragments, run-ons, comma splices, word order, verb tense, verb form, subject verb agreement, word form, determiners, prepositions, and word choice. Of all the error types committed by college-level learners, word choice had the highest error frequency, accounting for around 33%. Word choice issues in EFL students’ writing could be due to a traditional way of English learning such as rote memorization of vocabulary and purely receptive reading skills. Thus, instructor suggestions on practical learning methods concerning word choice in writing can be certainly helpful and teachers would also need to pedagogically utilize EFL written word choice strategies in a more effective way.

Freedom Libraries: The Untold Story of Libraries for African Americans in the South

Freedom Libraries: The Untold Story of Libraries for African Americans in the South

Quantificando a variedade de frases em estudantes de inglês

This article studies students’ use of sentence variety in an ESL writing course. The study includes three sentence features: (a) sentence types, (b) sentence combining, and (c) sentence patterns. Although sentence variety is part of the curriculum, the actual use of sentence structures has not been measured so far. By understanding students’ use of sentence structures, it is possible to propose valid curricular changes in the language program. This quantitative project has been carried out by analyzing 36 paragraphs written by students in the first writing course of a B.A. in English. The study included 433 sentences. Each sentence was examined individually. Data shows that 14.54% of the sentences presented a type of error. The types of errors included were the following: 12 fragments (2.77%), 29 fused sentences (6.69%), and 22 comma splices (5.08%). The remaining number of traditional sentences studied was 370 (85.45%). Results demonstrate that students favor certain types of structures and ignore others. Therefore, the demands of the curriculum and the written production of students lack coherence. Consequently, curricular changes must be incorporated to improve students’ written production.

‘Sentence Crimes’: Blurring the Boundaries between the Sentence-Level Accuracies and their Meanings Conveyed

&lt;p style="text-align:justify"&gt;The syntactic complexities of English sentence structures induced the Indonesian students’ sentence-level accuracies blurred. Reciprocally, the meanings conveyed are left hanging. The readers are increasingly at sixes and sevens. The Sentence Crimes were, therefore, the major essences of diagnosing the students’ sentence-level inaccuracies in this study. This study aimed at diagnosing the 2nd-year PNP ED students’ SCs as the writers of English Paragraph Writing at the Writing II course. Qualitatively, both observation and documentation were the instruments of collecting the data while the 1984 Miles &amp; Huberman’s Model and the 1973 Corder’s Clinical Elicitation were employed to analyse the data as regards the SCs produced by the students. The findings designated that the major sources of the students’ SCs were the subordinating/dependent clauses (noun, adverb, and relative clauses), that-clauses, participle phrases, infinitive phrases, lonely verb phrases, an afterthought, appositive fragments, fused sentences, and comma splices. As a result, the SCs/fragments flopped to communicate complete thoughts because they were grammatically incorrect; lacked a subject, a verb; the independent clauses ran together without properly using punctuation marks, conjunctions or transitions; and two or more independent clauses were purely joined by commas but failed to consider using conjunctions. In conclusion, the success of the Indonesian and or other EFL students constructs sentences rests upon the knowledge, sensitivity and the mastery of complex syntactic structures through transformational/structural grammar.&lt;/p&gt;

STUDENTS’ GRAMMAR AND SENTENCE STRUCTURE OF THE TEXTS WRITTEN IN PARAGRAPH WRITING CLASS

Writing a text becomes the last skill in English learning. It needs a productive creativity and ability of the language used in it. The learners should listen, speak, read, and write to prove that they can use English well. Paragraph Writing is the first writing subject in the curriculum of English Education Department which should be taken by the students who are in the second semester. The activities of writing cover some processes in which they should know and apply the theories to practice writing some texts. Grammar and sentence structure are the crucial problems faced by the students. It needs an extra attention to make them understand about the components involved in this element of writing. The components are applied step by step from the beginning of the semester until it ends. The research problems are raised with some questions as follows: (1) what are the grammar and sentence structure’s components of the students’ text in Paragraph Writing class? ; (2) How is the analysis of grammar and sentence structure of the students’ text in Paragraph Writing class?. Further chapter of the research will provide the analyzed data and the result as the answer of the problems raised. The texts written by the students as the data source are randomly chosen from the whole final projects. From the result of the analysis, it can be found that 63% of the total texts are grammatically incorrect. The components of grammar structure are also recorded that there are 10% of the sentences are stringy, 5% comma splice, 10% run-on sentence, and 12% sentence fragment. Mostly, the problem that the students face are about concidering the tense and verb words. The conjunctions that influence the meaning are also mostly mis-used. The percentages found in the analysis show that most of the students make some errors in their grammar use in writing their paragraph writing project. The suggestions of the correct ones are also written in their text sheets to make further revisions. This can make them concern more to learn from the analysis. Paragraph writing class is like a stepping stone for them to start learning from mistakes.