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n important section in our teaching. English composition requires high reading and writing ability, and it is also the easiest to lose scores of candidates (Wu Xian, 2016). All the four skills in foreign language teaching and learning are very important. Compared with the other skills, “writing” is more difficult for students. Writing is not only a direct reflection of a person’s knowledge storage and thinking competence, but a concentrated embodiment of other skills. It stands for the “wisdom” that gets from life and the use of knowledge that reads in books. What’s more, the status of English writing is also extraordinary and vital in college entrance examination. It can be seen from the description of English writing requirements in the General Senior High School English Curriculum Standard (2020 Revision) that writing skills and the other three skills are equally important, but English writing is not paid much attention in practical teaching.

Generally speaking, there are five types of writing styles in senior school English: argumentation, narration, exposition, description and practical writing. Throughout all kinds of English tests in senior school, the author finds that current senior school English writing mainly focuses on practical writing, that is, writing letters or emails, such as notice, suggestion, application, speech and so on. In different writing styles, there exist different types of errors. For this study, the author mainly collects the composition samples of two English exams, which are both practical writing.

2.2 Theoretical Basis

2.2.1 Error Analysis Theory

Error Analysis Theory aims to reveal some patterns in the learning process by studying and analyzing learners’ language errors and to make some theoretical representations and interpretations. For the teaching of foreign language, the appearance of error analysis theory has something practical, which makes the results of theoretical research on foreign language teaching richer, and further deepens the comprehension of the teaching steps, and offers practical assistance for the development of everyday teaching affairs.

2.2.1.1 Introduction of Error Analysis

Marked by Corder’s The Significance of Learners’ Errors which was published in 1967, the error analysis (EA) became an important method in second language acquisition research in the 1970s. Error analysis is the procedure of analyzing errors and confirming the probable elements and attribution of errors. The aim of error analysis theory is to analyze the errors which are made by learners, in order to come up with some rules in language learning, to examine the procedures of writing teaching by using error analysis, to develop more excellent ways and methods of teaching writing, and to further promote the quality of writing teaching. After Corder’s extensive research, it was only in 20th century 70’s that error analysis was accepted in the field of applied linguistics. The success of Corder’s five-step error analysis in evaluating learners’ errors in 1974 made it possible for errors to be considered not as a meaningless or worthless form, but as a basis for how the learner establishes his or her learning task. The contribution of the error analysis method is that if teachers systematically analyze errors, they can understand at first glance how far the students they are teaching are from the goal and how much room there is for l本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。