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摘要：According to Bacon，"Reading makes a full man, conversation a ready man, and writing an exactman (1625)." It is observed by Raimes that Writing is the communication between writers andreaders .For language learners, writing is very important for measuring their linguistic competence. Itrequires a comprehensive knowledge of English: grammar, vocabulary, and a hard process of Englishthinking mode (Raimes,1983). English writing ability is one of the goals of EnglishSyllabus .However, writing performance of higher vocational college students, especially 3+2vocational and technical college students, is far from satisfactory. The reason is that our studentsprefer to spend more time acquiring the input of knowledge rather than pay attention to the output oflanguage. As a result, for students, after consuming so much time in writing, they may feel frustratedwith little progress, so they perform poorly in writing and writing tests. One of the most importantreasons is that errors made in their English writing hinder their improvement of writing ability(Raimes, 1983). Therefore, based on the theories of Error Analysis and Contrastive Analysis and byusing the results of error studies on the learners at abroad and home, the author studies, classifies theerrors committed by the 3+2 English majors of Foreign Language Normal College of TaiyuanUniversity to find out the characteristics and types of errors in the students’ writing .After that, someefforts are made to find the causes of errors. The author aims to find out a comprehensive andeffective way of teaching English and give some guidance for the students in their writing. And it ishoped that it can provide some help for English teachers dealing with all errors committed by lowergrade students in a 3+2 vocational and technical college.

ge ability at a point. Thisresearch needs to be studied in a long period of time so that we can find the teacher’s guidance and errorcorrection how to impact on the change of errors in students’ writing. This can become the key problemfor further research.Secondly, when classifying the interlingual and intralingual errors, some errors may be divided intoboth interlingual and intralingual errors, as a result, some sources could overlap with each other in theprocess.Thirdly, compared with other error correction methods, this kind of Integrated correction methodbecomes much more efficient for reducing the students’ errors in English writing among highervocational college non-English majors. However, we also find that it can not be used to deal with allkinds of errors in students’ writing. The further research should be carried out to explore othercorrection methods.

5.3 Suggestions for further research
According to the introduction of the limitations above, it can be seen that the research of this thesisis not very perfect. Therefore, there are some aspects need to be further studied.Firstly, except for English writing errors, error analysis can also be used to analyze errors in otherfields. This thesis just studied the errors in English writing, so further research should pay moreattention to the written errors in other fields or domains.Secondly, the samples of the second-year English majors in English Department of ForeignLanguage Normal College of Taiyuan University are collected as the corpus for this research, thus theauthor can not compare them with the students of other academic years for writing ability. Also, thestudents in different grades should be collected to carry out the further research. In this way, forstudents’ errors in English writing, the results of this research will become more reliable andcomprehensive.