الفهرس 
CHAPTER ONE: INTRODUCTIONOnly 14 pages are availabe for public view
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Abstract
The main objective of the study was to investigate the common types of errors committed by the third year secondary school students in Ajeelat City in Libya. Theoretically, this research intends to identify, classify, and then eventually to reveal the number of each error type made by the students. The study also aims at suggesting ways for improving the students’ levels in the English writing and to raise teachers’ awareness to the importance of errors in writing. The participants of the study are (45) third year secondary school students. They were chosen randomly from three leading state secondary schools in Ajeelat City in the north of Libya; namely (Al Entisar, 17th Feb. secondary school and Al Ajeelat female secondary school) to take a writing test. Also, a group of 20 teachers took part in the study to fill the questionnaire designed for them. The researcher used two instruments for data collection; a writing test and a questionnaire. All the studied errors were analyzed on the basis of surface strategy taxonomy. These errors include omission, addition/insertion, repetition and mis-formation. The findings of the present study revealed that the students produced all forms of errors included in surface strategy taxonomy in their writing. The students were already asked to choose one of these topics (first day at school or your daily routine). Therefore, the total number of errors made by students was 931 in both topics. As the students made 44 omission error, 23 addition error, 46 repetition error and 142 mis-formation error in topic 1 (first day at school). as a result, the total number of all the errors was 255. While, they made 165 omission error, 104 addition error, 81 repetition error and 299 mis-formation error in topic 2 (your daily routine .Based on the findings of the study, the students made inter-lingual errors and itra-lingual errors. These errors occurred in students writing because of generalization rules, language interference and lack of linguistic competence. The study suggests that teachers encourage their students to read a lot because reading enhance linguistic competence and to advise their students to practice writing outside the classroom because it makes the students get used to writing. Moreover, teachers need to take written feedback into their accounts because it draws students’ attention to errors.