An Analysis of Graphological Errors In the English Essays of Selected SS 2 Students of Mayflower School, Ikenne, Ogun
Abstract
Research in error analysis in learners’ compositions has concentrated largely on grammar errors, leaving out graphological errors. This study analysed graphological errors in the English essays of selected Senior Secondary School two (SS2) students of Mayflower School, Ikenne, Ogun State. Using judgmental sampling research methodology through the West African School Certificate Examination (WASCE), May 2020 question and the Corder’s Error Analysis framework, the data collected were analysed qualitatively by first identifying the graphological errors, categorising, correcting and explaining them. It was discovered that there were clear manifestations of unpardonable graphological errors in punctuation, capitalisation, spelling, syllabification and paragraphing. Punctuation marks were either omitted, wrongly inserted or confused, while words that cannot occupy little spaces at the end of the lines were either wrongly divided into syllables or wrongly hyphenated. There were issues of non-distinction between proper and common nouns, indiscriminate use of capital letters and irregular paragraphing. At the same time, words were also wrongly contracted, forced together, or unlawfully separated in careless spelling and handwriting. These errors mar the students’ compositions and negatively affect their performance. It is recommended that teachers of the English language should direct more attention to the teaching of graphology in essay writings to minimise these errors among the students.
