Grammatical and Mechanical Error Analysis in Writing Compositions Among Grade 7 Learners in a Public School

Writing proficiency is an essential academic skill, yet many students struggle with grammatical and mechanical accuracy in their compositions. This study examines the grammatical and mechanical errors committed by students in writing, focusing on subject-verb agreement, verb tense, noun forms, pronoun reference, prepositions, spelling, capitalization, and punctuation. Using a quantitative approach, the research analyzes the frequency and types of errors in student writing, explores the relationship between grammatical and mechanical errors, and examines the profile of the students. Findings reveal that while students demonstrate proficiency in most grammatical and mechanical aspects, subject-verb agreement remains a significant challenge. Additionally, a significant correlation (r = .181, p = .027) between grammatical and mechanical errors suggests that students who struggle with grammar also exhibit higher instances of spelling, punctuation, and capitalization mistakes. The study concludes that enhancing grammar instruction, reinforcing writing mechanics, and integrating technology-driven learning tools are essential strategies to improve students’ writing proficiency. Future research should explore the long-term impact of writing interventions and assess their effectiveness across different academic levels. Keywords – writing, grammatical errors, mechanical errors, writing skills, writing strategies