Attributed To The High School English Writing Errors

English writing reflects learners' comprehensive abilities of thinking, understanding and linguistic applying. But, as far as we know, it is still rather difficult to improve students' writings. This paper tries to explore error sources in intermediate students' English writings and gives some pedagogical implication to English teaching at middle school.The present thesis first enumerates the present problem of English writing and points out the purpose of this study. Second, the paper conducts a deep-going study into the theory on error analysis in order to apply this theory to examining errors gathered from the students' articles, Third, the paper collects, describes and analyzes the errors gathered from students' writings. Fourth, the paper explores the error sources and finds out them in two angles. One angle is from interference, that is, intranligual interference and interlingual interference. The other angle is from learning strategies employed by students, such as transfer, generalization and simplification. Fifth, the paper takes a case study of my students' writings to observe the distribution and proportion of different kinds errors and draws a conclusion that there exits interlingual interference and intranlingual interference in English writings of intermediate learners, furthermore, the paper finds out that there are more intranlingual errors caused by transfer, generalization and simplificationthan interlingual errors in intermediate learners' articles. Lastly, the present paper gives some pedagogical implication to English teaching at middle school.