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Abstract
Writing is a fundamental skill crucial for academic success and professional development. However, despite the emphasis on writing proficiency in university-level education, many students continue to struggle with grammatical errors in their writing. These errors not only affect the clarity and coherence of their work but also impact their ability to communicate their ideas effectively. Understanding the nature and prevalence of grammatical errors among university students is essential for educators and policymakers aiming to enhance writing instruction and support. This study sought to discover the common grammatical errors in writing by Omani university students and understand the sources of these writing difficulties. This error analysis studied 72 business emails collected on two (2) different occasions. These emails were prepared and submitted by students in Technical Writing for their first email writing activity during the first day of classes and for their first quiz in Week 4 at University of Technology and Applied Sciences - Al Musannah (UTAS-A), Sultanate of Oman. The errors from each writing activity were recorded and classified into various grammatical error categories. Frequency counting and ranking were utilized to identify the most common grammatical errors incurred by the students. The result of the study shows that 831 grammatical errors were committed by the students in the two (2) written outputs of about 9000 words. A closer look at these errors reveals that omission of grammatical or function words is the most recurring error of the students, followed by using wrong words, sentence fragments, and then run-ons.
