Error Analysis of Writing Task at the Intermediate Level Students of ICMS College, Timergara: A Corder Model-based Analysis

Abstract

This study analyze types of errors and assess the variation in writing competence between class 11th and class 12th students of ICMS College Timergara and identify factors that contribute to the differences in their performance. Fifty writing samples were collected from intermediate-level students of ICMS College Timergara to examine common errors systematically. This study used a mixed-method approach to analyze the types and frequency of errors in students' writing. The current study used the Corder Model to identify, evaluate, and describe errors and mistakes made by the students of ICMS College, Timergara. Students' essays are used as the main writing samples and the main data source. Using the close reading technique, researchers carefully identified and categorized these errors, ensuring a comprehensive analysis of students' writing challenges. The findings of this analysis give evidence about the strategies adopted by learners when confronted with a writing task. This careful analysis also sheds light on the reason why the writing and grammar proficiency of class 11th students is weaker than that of class 12th students. Through this research, a better understanding of students' writing difficulties is noted, emphasizing the necessity of efficient teaching methods that improve language competency and encourage accuracy in written communication