Abstract:
This study aims to investigate common errors in the Sudanese
secondary school students in writing composition . The Researcher
adopted both, experimental and description analytical methods to achieve
the goals of this study by designing aquestionnaire, that includes three
categories, sample of the secondary of students (90) girls per each class (30)
student and the (75) teachers and supervisors, and (25) specialist in
curricular, besides that using the tools of post and pre-test that point out
common errors facing the students girls in writing composition of English in
the Strategic Plan of the year (2016 -2017) for secondary schools students to
eliminate the common errors in writing Free and Guided compositions . The
Study obtained conclusions results as the followings : The teaching
Strategies Plan of English contributes a great deal in overcoming the
students in writing composition to desert errors of performance effectively
in the post –test far better than the pre-test in the first and second classes.
there also is a significant difference between the both tests in guided and
free compositions. There is a significant difference between the mean of
post-test and pre-test in free composition of third class also. There is a
significant difference between the mean of post-test and pre-test in guided
composition of the student's girls of the third class to the post-test. Some of
the important recommendations of the Study follows: Teachers of English
language should be given special training courses on methods of teaching
strategies. Moreover, English language should be taught by specialized
teachers .Teachers views and dignified ideas as strategies should be taken
into consideration when designing the school syllabus. Writing should be
given more weight in the school examination, A Setting up objective
homework should be relevant to students' life.
