2025 IJRSE – Volume 14 Issue 8
Available Online: 20 April 2025
Author/s:
Dumawa, Delrio B.
Ilocos Sur Polytechnic State College, Philippines (delriodumawa@gmail.com)
Abstract:
This study investigates the syntactic features of written discourse produced by non-language learners at the Ilocos Sur Polytechnic State College (ISPSC)–Main Campus in the Philippines. The primary aim is to analyze their written outputs in terms of syntactic components—specifically parts of speech, phrases, clauses, sentence structures, sentence patterns, and common syntactic errors. Through qualitative research employing content and structural analysis, fifteen student writing samples were assessed to uncover recurring linguistic patterns and difficulties. The findings reveal that students frequently used abstract nouns, action verbs, and descriptive adjectives, demonstrating a narrative and reflective writing style. However, their limited use of modals and overreliance on linking verbs reflect a constrained syntactic range. Most constructions consisted of simple noun and verb phrases, with minimal variety in modifying phrases. Clause analysis showed dominant use of independent clauses with little subordination, while sentence structure was largely confined to simple and compound forms. Students favored basic sentence patterns such as Subject–Linking Verb–Complement and Subject–Transitive Verb–Direct Object. Syntactic errors included run-on sentences, punctuation misuse, subject-verb disagreement, and tense inconsistencies. The study concludes with the proposal to develop a syntactic primer as a practical instructional material to improve writing proficiency and suggests further exploration of teaching interventions.
Keywords: syntactic features, sentence patterns, sentence errors, syntactic analysis, written discourse, qualitative content and structural analysis
DOI: https://doi.org/10.5861/ijrse.2025.25058
Cite this article:
Dumawa, D. B. (2025). Syntactic analysis of the written discourse of non-language learners. International Journal of Research Studies in Education, 14(8), 15-32. https://doi.org/10.5861/ijrse.2025.25058