In this study, errors in the compositions of 89 3rd and 4thrnyear students were identified and classified. The errors were basedrnon 157 essays written for the cdurse, Advanced Composition II. A .,rntotal of 56,426 words were used in these essays. Of these, j204 werernerrors of one kind or the other and their average frequency of occurrencernwas about 6 errors in a 100-word essay.rnThese 3204 errors were classified into,six major categories,rnnamely, grammar, style, spelling, punctuation, handwriting and unclasoifiablernerrors. Specifically, it was found out: that 1525 errorsrnor 3% of the total words or 48% of the total errors were made in grammar;rnthat 753 errors or 1% of the total words or 24% of the totalrnerrors were made in style; that 526 errors or Oe9% of all the wordsrnused or 16% of the total errors were committed in spelling; that 303rnerrors or 0.5% of the total words used or 9% of the total errors werernmade in punctuation; and that 35 errors or 0.06% of all words used orrn1.1% of the total errors were in handwriting.rnOn the subcategory level, it was also found out: that dictionrnaccounted for 507 errors or 0.9% of the total words or 16% of all thernerrors; that both agreement and tense were responsible for 770 errorsrnor 1.4% of the total words or 24% of all errors; and that prepositionsrn& particles accounted for 341 errors or 0.6% of the total words usedrnor 10.6% of all errors.rnOn the basis of these findings, it was recommended that ILSrnstudents should be taught spelling formally. It was also recommendedrnthat diction or vocabulary, tense, agreement, prepositions & particlesrnand punctuation be taught formally and intensively.