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The aim of this paper is to analyze high school sophomore students’ English writing errors and the causes. The study finds that there are various kinds of writing errors. Among them， the diction is the most outstanding. According to the analysis statistics， the author suggests two major causes： one is the culture difference； and the other is the students’ vocabulary.
his paper contains three parts. Part 1 concerns the error analysis of students’ writing. Part 2 explains the two main causes of writing errors. The final part puts all that has been discussed in the former together and draw a conclusion.
1. The error analysis of students’ writing
Several types of errors are sorted out and thought to be the major problems that the students have in English writing depending on their higher occurrence frequency and also their association with greater percentage of error producers. These errors are described as follows：
1.1 Grammatical errors
Owing to the great difference between Chinese and English， student writers who are still second language learners at intermediate level may make a lot of grammatical errors， such as those： a. articles； b. singular and plural forms； c. verb forms； d. tense； e. non-definite verbs； f. sentence structures. g. agreement of subject and verb， and h. shifting in voice.
1.2 Vocabulary errors
This category is one of the problems that arise most frequently in students’ writings. The habit of verbal translation from Chinese words in writing or misuse of analogy may lead to the students’ inappropriate choice of words and word forms. For instance， a. The students may employ words that do not fit their meaning exactly； b. They may put words together into a form which in not English collocations； c. They may use words that are not suit their writing situation.
2. The main causes of writing errors
From the above error analysis， there are all kinds of causes which influence students’ writing ability. Here the author of this paper refers to two main causes： one is the culture difference， the other is students’ limited vocabulary.
2.1 Culture difference
Language is bound up with culture. Culture values are both reflected by and carried through language. Then it is inevitable that representation of culture implicit and explicit enters into foreign language learning.
American linguist Robert Kaplan proposed that the organization and progress of the text be often determined by the thought patterns of members of a particular culture. They are also dependent on different stylistic， religious， ethical and social notions. All these are bound up with the culture of the writer and the audience for which a text is created.
2.2 Students’ vocabulary
Vocabulary to the writing is like bricks to the building. Greater vocabulary can convey more ideas in writing. The larger vocabulary students have the richer in content their writing will be； the larger vocabulary students have， the more likely the topic can be developed thoroughly and then the better in quality the writing is.
3. Conclusion
This paper is the result of the sample compositions analysis concerning the error analysis and the causes of sophomore students’ English writing. The findings of the statistics demonstrate that Chinese students’ English writing errors are inevitable. However， their errors can be decreased. There are a lot of causes leading to the errors. But in this paper， the author just mentioned two causes. One is the culture difference； the other is the students’ vocabulary.
（作者单位：云南省临沧市民族中学）
his paper contains three parts. Part 1 concerns the error analysis of students’ writing. Part 2 explains the two main causes of writing errors. The final part puts all that has been discussed in the former together and draw a conclusion.
1. The error analysis of students’ writing
Several types of errors are sorted out and thought to be the major problems that the students have in English writing depending on their higher occurrence frequency and also their association with greater percentage of error producers. These errors are described as follows：
1.1 Grammatical errors
Owing to the great difference between Chinese and English， student writers who are still second language learners at intermediate level may make a lot of grammatical errors， such as those： a. articles； b. singular and plural forms； c. verb forms； d. tense； e. non-definite verbs； f. sentence structures. g. agreement of subject and verb， and h. shifting in voice.
1.2 Vocabulary errors
This category is one of the problems that arise most frequently in students’ writings. The habit of verbal translation from Chinese words in writing or misuse of analogy may lead to the students’ inappropriate choice of words and word forms. For instance， a. The students may employ words that do not fit their meaning exactly； b. They may put words together into a form which in not English collocations； c. They may use words that are not suit their writing situation.
2. The main causes of writing errors
From the above error analysis， there are all kinds of causes which influence students’ writing ability. Here the author of this paper refers to two main causes： one is the culture difference， the other is students’ limited vocabulary.
2.1 Culture difference
Language is bound up with culture. Culture values are both reflected by and carried through language. Then it is inevitable that representation of culture implicit and explicit enters into foreign language learning.
American linguist Robert Kaplan proposed that the organization and progress of the text be often determined by the thought patterns of members of a particular culture. They are also dependent on different stylistic， religious， ethical and social notions. All these are bound up with the culture of the writer and the audience for which a text is created.
2.2 Students’ vocabulary
Vocabulary to the writing is like bricks to the building. Greater vocabulary can convey more ideas in writing. The larger vocabulary students have the richer in content their writing will be； the larger vocabulary students have， the more likely the topic can be developed thoroughly and then the better in quality the writing is.
3. Conclusion
This paper is the result of the sample compositions analysis concerning the error analysis and the causes of sophomore students’ English writing. The findings of the statistics demonstrate that Chinese students’ English writing errors are inevitable. However， their errors can be decreased. There are a lot of causes leading to the errors. But in this paper， the author just mentioned two causes. One is the culture difference； the other is the students’ vocabulary.
（作者单位：云南省临沧市民族中学）