Stylistic Error Analysis and Written Composition among Grade 12 Students: Basis for a Proposed Intervention Program, "Integrated Writing Enhancement Program: Addressing Lexical, Structural, and Discourse-level Writing Errors"

Authors

  • Gaverell M. Carial Department of Education Region XII, Division of South Cotabato, Norala National High School, Philippines
  • Analisa T. Amada, EdD, LPT Ramon Magsaysay Memorial Colleges image/svg+xml

DOI:

https://doi.org/10.63671/ijeir.v2i3.130

Keywords:

educational management, stylistic error analysis, written composition, writing proficiency, intervention program, descriptive survey, Philippines

Abstract

This study aimed to determine the level of stylistic errors in the written compositions of Grade 12 students in the Municipality of Norala, specifically those enrolled under the Special Science Curriculum (SSC), using a quantitative descriptive survey design and stratified random sampling involving 150 respondents. Data were gathered using a researcher-made stylistic error checklist and analyzed using descriptive statistics. The findings revealed that students exhibited a high level of writing difficulties across all identified areas, namely word choice errors, sentence structure errors, redundancy, formality issues, cohesion errors, tone inconsistency, and clarity issues. The study concluded that grade 12 students exhibited a high level of stylistic errors in their written compositions. The analysis further shows that these errors are widespread and systematic, reflecting persistent gaps in students’ academic writing competence and their ability to effectively communicate ideas in written form. Overall, the study highlights the need for targeted instructional support to address these recurring weaknesses. Based on these findings, an intervention program was developed to enhance students’ writing skills and address the identified stylistic weaknesses for School Year 2026-2027, aiming to improve their writing proficiency and academic performance.

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Published

2026-07-04

Issue

Vol. 2 No. 3: July-September 2026

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Articles

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Copyright (c) 2026 International Journal of Educational Innovations and Research

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This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Carial, G. M., & Amada, A. T. (2026). Stylistic Error Analysis and Written Composition among Grade 12 Students: Basis for a Proposed Intervention Program, "Integrated Writing Enhancement Program: Addressing Lexical, Structural, and Discourse-level Writing Errors". International Journal of Educational Innovations and Research, 2(3), 23-31. https://doi.org/10.63671/ijeir.v2i3.130

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