An Analysis Of Errors In English Writing Of High School Students

English is the most widely used language in the world, an important tool for international communication. In our country, English learning almost becomes every student’s common behavior, and is an important part of education. The basic standard of learning English well is to master the four skills, English listening, speaking, reading and writing. Among the four skills, writing especially can reflect an English learners’ comprehensive ability. And it is the most difficult skill to master, for students must integrate their cognitive, memory and language systems simultaneously to complete the writing. Although most of students learned English from grade seven or even more early, their English language ability is still mediocre, and their English writing is especially weak. In the writings of students, teachers always find a variety of errors.This paper analyzes common errors in English writing of high school students by using error analysis related theory to understand the degree of students mastering English and their learning problems, and thus help English teachers find a right direction to adjust the teaching method, and help students find their own learning problems and improve their study method.The research was a case study on common errors in English writing of high school students at Guizhou Province Dushan County high school. In this research, 180 English final exam papers were selected for sample analysis, induction and summary of errors.The research results found that the most common errors in students’ writing are words, spelling, and cohesion, and the words include verbs, pronouns, prepositions, and articles; the secondly common errors are nouns, ellipsis of subject and object, case, lexical collocation, part of speech; the most rare errors are Chinglish, punctuation, word order and others. And it is shown that the main reasons for the students to commit errors are interference, students’ lack of knowledge of target language and psychological factors, such as tension.It is suggested that English teaching and learning should not be constrained by every grammatical error in writings, but focus on the cultivation of English thinking.