Investigating Common Errors Made by Sudanese Secondary Schools Students in Writing English Composition

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.