Stylistic Error Analysis and Written Composition Performance Among Grade 12 Students: Basis for an Integrated Writing Enhancement Program

This study examined the stylistic errors found in the written compositions of Grade 12 Humanities and Social Sciences (HUMSS) students in the Municipality of Norala and developed an Integrated Writing Enhancement Program based on the identified writing deficiencies. Employing a quantitative descriptive survey design, the study involved 150 Grade 12 students selected through stratified random sampling. Data were collected using a researcher-developed stylistic error checklist and analytic writing rubric and analyzed using frequency counts, percentages, weighted means, standard deviation, and ranking. The findings revealed that students demonstrated high levels of stylistic errors across most writing dimensions, particularly in word choice, sentence structure, formality, cohesion, tone consistency, and clarity, while redundancy occurred at a moderate level. These results indicate that learners experience persistent difficulties in producing coherent, accurate, and academically appropriate written compositions, reflecting weaknesses in lexical selection, syntactic control, and discourse organization. The prevalence of these recurring stylistic errors underscores the need for systematic instructional interventions that move beyond conventional grammar instruction toward integrated writing development. Based on the findings, an Integrated Writing Enhancement Program was proposed to strengthen students' lexical competence, sentence construction, cohesion, academic tone, and clarity through explicit instruction, guided writing, revision strategies, and continuous feedback. The study contributes to the growing body of research on stylistic error analysis by demonstrating its value as an evidence-based diagnostic approach for improving writing pedagogy and informing curriculum development. Future research should evaluate the effectiveness of the proposed intervention using experimental and longitudinal designs and explore its applicability across different academic strands, educational contexts, and levels of English language proficiency.