Error analysis of generating compound sentences in undergraduate students’ writing

Análisis de errores en la generación de oraciones compuestas en la escritura de estudiantes universitarios

Abstract

This study analyzed errors in generating compound sentences in the writing of 26 university English students. A qualitative-descriptive methodology was employed, collecting data through a writing task where participants had to form five compound sentences based on a provided image. The analysis focused on sentence fragments and run-on sentences, following the steps proposed by Corder (1975). Results revealed that out of 128 written sentences, 60 contained errors. The most frequent error was fused sentences (75%), followed by subject omission (18.33%). Other errors included verb omission, lack of subject and verb, and comma splices. These errors were mainly attributed to mother tongue interference and lack of understanding of English grammatical structures. The study concludes that students have significant difficulties with punctuation and compound sentence structure, suggesting the need for pedagogical strategies focused on improving these areas. The findings can contribute to the development of more effective teaching plans to strengthen grammatical and writing skills in english.