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European Journal of Literature, Language and Linguistics Studies ISSN: 2559 - 7194 ISSN-L: 2501 - 7194 Available on-line at: www.oapub.org/lit Volume 1 │ Issue 2 │ 2017 doi: 10.5281/zenodo.1098585 REASONS FOR CONTINUED PARAGRAPH WRITING MISTAKES BY O’ LEVEL PUPILS IN ENGLISH LANGUAGE FREE COMPOSITION WRITING IN SELECTED SIX SECONDARY SCHOOLS FROM THREE CLUSTERS IN MUTOKO DISTRICT, ZIMBABWE Cassim Silumba1i, Tichaona Mapolisa2 1 BA English and Communication Skills, PGDE, Zimbabwe 2 Phd, Masters, BA, Diploma in Education, Zimbabwe Abstract: This qualitative study sought to investigate the reasons for continued paragraph writing mistakes by o’ level pupils in English Language free composition writing in selected six secondary schools from three clusters in Mutoko District. The study was constrained by lack of literature. In this study, accidental sampled 12 teachers and 24 school pupils were used as research subjects. Interview, observation and document analysis methods were used to generate data. Document analysis/ review method was also used to provide information on guidance for the teachers of English Language on the teaching and learning procedures, teaching methods and strategies in paragraph writing as well as the objectives of the teaching of English Language as a foreign language to Zimbabwean students. The study found out that teachers who lack effective syllabus interpretation, expertise, skills and competencies are a detriment to paragraph writing and ultimately to free composition writing by O’ Level pupils. Group work is central to language development of pupils searching for effective composition writing skills. Model paragraphs show learners the way and help them to know the techniques of writing logical compositions. Sentences are the firm foundation upon which effective composition writing based on paragraphs is built. The study concluded that that the possible reasons for continued paragraph writing mistakes by O’ Level English Language pupils are diverse and vary from one student to another. Therefore, the factors and reasons for continued paragraph writing mistakes discovered in this research are inadequate and inconclusive; and they have a direct impact on the students’ ability to construct logical paragraphs. At the same time, collaborative and co-operative learning can help improve paragraph writing and the use of English Language paper one as Copyright © The Author(s). All Rights Reserved 62 Cassim Silumba, Tichaona Mapolisa REASONS FOR CONTINUED PARAGRAPH WRITING MISTAKES BY O’ LEVEL PUPILS IN ENGLISH LANGUAGE FREE COMPOSITION WRITING IN SELECTED SIX SECONDARY SCHOOLS FROM THREE CLUSTERS IN MUTOKO DISTRICT, ZIMBABWE the yardstick to measure competency in pupils writing skills has a detrimental effect on paragraph writing skills. The study recommends that pupils should develop a broad reading background, taught the structures of paragraphs using the hamburger method, step model, the five part model among others write coherent and logical paragraphs, build a good vocabulary and sentence construction skills and use of continuous assessment to determine the overall mark at O’ Level. The study also recommends the use of continuous assessment by Zimbabwe Schools Examination Council (ZIMSEC) in which pupils work is marked and the assessment marks contribute a certain percentage of the final mark should be introduced. Furthermore, in connection with paragraph writing and free composition writing skills, it is recommended that mother tongue interference and sentence construction are looked at. This might need further exploration which would also help to weigh the effects of different factors of paragraph writing mistakes. Keywords: paragraph writing mistake, free composition, paragraphs, English language 1. Introduction Paragraph writing remains a challenge for most of the students studying English Language or using English in other subjects like History, Geography and Divinity. English Language students have continued making paragraph writing mistakes that negatively impact in the clarity of what they would like to express especially when writing free compositions. Paragraph writing is a difficult process even in one’s vernacular language. It is even more complex to write in one’s second language. Cedar 2004 and ”enson 2002 in Hourani (2008, p.7) purport that writing in a foreign language often presents the greatest challenge to students at all stages, particularly essay writing because in the activity, writing is usually extended and therefore it becomes more demanding than in the case of writing a short paragraph. Richards and Renandya (2002, p.303) claim that there is no doubt that writing is the most difficult skill for second language learners to master. The difficulty lies not only in generating and organising ideas, but also in translating these notions into legible text. O’ Level English Language pupils often find challenges in constructing sound compositions with events that are organised chronologically without mixing ideas. The researcher has noted that researches conducted by other scholars like Sattayathan, A. and Ratanapinyowong (2008); Watcharapunyawong and Usaha (2012), and Al-Yaari, Hammadi and Alyami (2013) explored grammatical errors made by pupils when writing essays in foreign language learning. These errors included noticeable deviations made by pupils reflecting the interEuropean Journal of Literature, Language and Linguistics Studies - Volume 1 │ Issue 2 │ 2017 63 Cassim Silumba, Tichaona Mapolisa REASONS FOR CONTINUED PARAGRAPH WRITING MISTAKES BY O’ LEVEL PUPILS IN ENGLISH LANGUAGE FREE COMPOSITION WRITING IN SELECTED SIX SECONDARY SCHOOLS FROM THREE CLUSTERS IN MUTOKO DISTRICT, ZIMBABWE language competence of a learner. These include verb tenses, word forms, prepositions word order and or subject-verb agreement. These researchers did not explore the paragraph writing mistakes that play a pivotal role in making free compositions clearer since the structure and organisation of information and ideas in each paragraph is an essential step in the production of cohesive and logical essays. A number of studies have been conducted on written paragraph errors committed by students. Al-Khasawneh (2013) analysed written English paragraph errors committed by undergraduate students in Malaysia and raised spelling, word errors and subject-verb agreement as the most prominent. Zawaherh (2012) investigated the written errors committed by tenth grade students who were studying at Ajloun Governorate Schools in Jordan. His research showed that wrong use of articles, prepositions, subject-verb agreement and verb tenses were among the most frequent errors committed by students. The current researcher noted that among most researches carried out in Asian countries like Malaysia or Jordan, researchers did not look at components that make up good paragraphs, that is, the topic sentence, developers and terminators, that make the essential part in producing logical and sound free compositions. “n intensive survey at the researcher’s school, Nyamuzuwe High, showed that O’ Level pupils make paragraph writing mistakes when writing free compositions. That was supported by the compositions in the assessed pupils’ exercise books. The researcher prepared free composition essay topics for the O’ Level pupils in Mutoko District and asked other teachers of English language to sample five compositions with writing mistakes. The ultimate outcome was not pleasing and proved that most O’ Level pupils were struggling to construct sound paragraphs with a topic sentence which was well developed or supported and eventually concluding the paragraph with a terminator or leaving the reader in suspense, in quest for more. That prompted the researcher sufficient background for finding the reasons why O’ Level pupils continuously make paragraph writing mistakes at six secondary schools in three clusters in Mutoko District. In particular, pupils were failing to achieve English Language O’ Level syllabus objective number 4.2 which required pupils to write a continuous narrative, an argument and a piece of descriptive or informative writing (Zimbabwe Secondary School Examination English Language Syllabus 2013, p.4). For viewing / downloading the full article, please access the following link: https://oapub.org/lit/index.php/EJLLL/article/view/16 European Journal of Literature, Language and Linguistics Studies - Volume 1 │ Issue 2 │ 2017 64