Essay Writing Ability of Criminology Students: An Error Analysis Approach

Effective written communication is essential for criminology students, both in academic settings and professional contexts. Despite the inclusion of writing-intensive subjects in Philippine higher education curricula, many criminology students struggle with foundational skills such as grammar, sentence construction, and coherence. This study investigates the recurring linguistic and structural issues in essays written by selected Criminology students in Davao City, Philippines, using qualitative error analysis of 50 submissions. This study adopted a qualitative research design, deemed appropriate for the investigation of student writing, and secured the necessary approvals. Five key themes—comprehension, vocabulary, exposure to academic English, grammatical awareness, and mother tongue interference—emerged as the primary challenges in criminology students’ essay writing. Data were analyzed using thematic analysis, with essays and interview transcripts systematically reviewed, coded, and organized into themes that revealed recurring errors, their frequency, and contributing factors in criminology students’ writing. Findings revealed frequent errors involving spelling (74%), followed by verb tense (68%), word choice (66%), and lack and improper usage of punctuation (64%). In general, the findings underscore the need for targeted writing interventions and curriculum enhancements that address these specific error types, enabling educators to develop more effective strategies for improving students’ writing competencies in criminology.