02684nam a2200301 i 4500003000500000005001700005008004100022040002500063090002500088100003500113245012300148300001500271336002100286337002500307338002300332502010200355504003900457520147700496700003601973700003202009720003202041720005002073720003802123720003602161942004002197952012802237999001702365CSPC20250514160246.0250514s2024    ph a     b    000 0 eng d  aCSPCbengcCSPCerda  aUTH ABELS L457s 20241 aLazarte, Sapphire Mayeauthor.10aSenior high school papers:ba syntactic analysis /cSapphire May Lazarte, Ruva Faye I. Merilles, and Jasmine S. Obrero  a114 leaves  2rdacontentatext  2rdamediaaunmediated  2rdacarrieravolume  aUndergraduate Theses (ABELS) - English Language StudiescCamarines Sur Polytechnic Colleges, 2024  aIncludes bibliographic references.3 aThis paper identified the syntactic errors and factors contributing to the errors in syntactic composition of the participants in research papers of different academic tracks of senior high school. This study found that articles, verb forms, and prepositions are the most prevalent syntactic errors in the research papers of the academic tracks Humanities and Social Sciences (HUMSS), Science, Technology, Engineering, and Mathematics (STEM), Accountancy, Business, and Management (ABM), and General Academic Strand (GAS). 32 errors were found in research papers from HUMSS, 28 in GAS, 21 in STEM, and 22 in ABM, resulting in an overall total of 103 errors. The present study observed qualitative method in which descriptive approach was used to analyze the data. Dulay's types of errors in surface strategy taxonomy (Dulay et. al., 1980) and Brown's sources of errors (Brown, 2007) used as theoretical framework in this study. Informal interviews were conducted to determine the factors contibuting to the errors in the syntactic composition of the participants. There are 6 factors determined. These are: 1) lack of vocabulary and grammatical understanding in english language. 2) lack of knowledge about grammatical rules, grammatical structures, and convetion. 3) lack of awareness of their own writing composition. 4)lack of mastery in english language. 5) lack of specific responses from advisers on syntactic and grammatical errors. 6) lack of time due to deadline.1 aMerilles, Ruva Faye I.eauthor.1 aObrero, Jasmine S.eauthor.  aRegalado, Elsa B.eadviser.  aMalaya, Janessa Angustia M.echair, panelist.  aFajardo, Dan Fereth B.epanelist.  aPontillas, Marlon S.epanelist.  2ddcn0cUMhL457siABELSkUTHm2024  00102ddc4070aCSPCbCSPCcUTHd2025-05-14l0oUTH ABELS L457s 2024p006574UMr2025-05-14 16:03:16t1 - 1w2025-05-14yUM  c29569d29569