English teachers in most Oromia colleges often level complaints at their students for being unablernto write sensible sentences in composition which they downgrade as error-jilled, Ll -driven,rnfragmentary, illegible, inexpressive, frustrating and fossilized. In order to minimize Ll-FLrnincompatibilities or narrow down such ever-widening deviation from the intended standard,rntherefore, overruling causes of the learners' inexpressive ability will have to be explained fromrntheir perception and error analysis of their grammar, word power, orthography and cohesion.rnThe very objective of the study is therefore, to discover learner-perceived (I) current ability ofrnEnglish in written composition, (2) the overriding causes and (3) some working solutions of secondrnyear Asella Teacher Education College Oromoo students ' deviant EFL expressivity from thernstandard English norm thence. To meet these objectives, multiple perspectives on learner, teacher,rnand applied-linguistics bases of error analysis model of Corder (1981).rnData sources were (1) students ' spontaneous essays and (2) one questionnaire administered to bothrnstudents and teachers who additionally took part in the third tool (3) focus group discussion forrneliciting learner perception. Drawing on systematic random and purposive sampling techniquesrnpainstakingly, the data of 72 English sample learners and their 143 spontaneously written essaysrnwere processed to get base-line data to resolve the issue.rnThe broader goals of the study were largely met by basically using the memorable model involvingrnthree condensed steps: identifYing errors, describing and explaining them. Indeed this has beenrnattuned to a mild mix of quantitative descriptive statistical measures like percentages, frequenciesrnand standard deviation and mean with perceivable simplicity. The qualitative procedures used forrninterlanguage error data elicitation and analysis include: codifYing errors, classifYing, comparing,rntabulating and graphing, describing and interpreting.rnUltimately, three distinct findings evolved from the learners' tapped perception and analyzedrnerrors: (I) overall inadequacy of their current learning conditions of grammar in writing contextrnhave been discovered, (2) LI Afaan Oromoo error influence and overgeneralized English rules arernthe most predominant causal influences to their perception while learning-induced errors alsornstood out influentially in their writings, (3) top prioritized solution being the imperative call forrnpreparing new learning materials. Hence employing multiple perspectives, and procedures, tools,rnpiloting, impact evaluation, detailing background, and inter-rater agreement may intentionally addrna degree of confidence or back reliability and validity. Conclusions and recommendations havernalso been drawn to redirect issues in filture.