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The purpose of this study was to examine if tool practices are effective in reducing the Subject-Verb Agreement (SVA) errors in the Matriculation students writing skill. For the purpose of this study, 20 participants from 4 different groups sat for a pre-test which involved the writing of an expository essay. From the essays, the different types of SVA errors were identified, and treatment in the form of tool practices were given for 3 dominant SVA errors. After the treatment, the participants sat for the post-test, which again involved the writing of an expository essay. The results of the study showed that there was a reduction in the occurrence of SVA errors after the treatment. The findings were supported by few exercises such as error identification, constructing sentences and essay writing. INTRODUCTION
According to Oxford Advanced Learner’s Dictionary (2010), quality is defined as the standard of something when it is compared to other things and how good or bad something is. The quality of a piece of writing is often evaluated by the number of grammatical errors. Research has shown that the relationship between grammar and writing well is complex. It was suggested by Kroll and Schafer(1978, as cited in Frodesen, 2000) teachers should look at students’ errors not simply as failures, but also as windows into their minds. It is believed that teachers were to view the errors so that they stand a better chance of helping the students correct their errors. It was also recommended by Kroll and Schafer (1978) and Shaughnessy (1977) that teachers should analyse errors in students’ writing and help them to understand the differences between written and spoken language.
BACKGROUND OF THE PROBLEM
The students of the Matriculation programme undergo a one-year course after which they continue their tertiary education in local universities or abroad. Students who lack...