Abstract
Effective communication requires a strong command of syntax. However, many Senior High School students struggle with applying syntactic conventions in their writing which leads to frequent errors. This study aimed to analyze and categorize syntactic deviations in Grade 11 students' essays. Using a sample of 75 participants, essays were collected and analyzed based on Dulay et al.’s (1982) Surface Strategy Taxonomy, which classifies errors into omission, addition, misordering, and misformation. Results showed that students committed all five types of syntactic deviations, with omission being the most frequent. Findings suggest that students struggle with writing due to limited awareness of syntactic rules and conventions. The study recommends targeted syntax instruction and intervention programs to improve students' writing skills.
