Writing is a way of recording language in visible form and giving it relative permanence, as stated by Ignace Jay Gelb and R. M. Whiting (2008). Of the four skills in English, writing is considered to be the most complex and difficult skill to master. This difficulty, according to Richards and Renandya (2002: 303),” lies not only in generating and organizing of ideas but also in translating these ideas into readable texts.” Aside from creativity and cohesion, writing is most effective when it is grammatically accurate or correct.
As it is an important helpful skill through which thoughts and ideas are distributed, it serves for instructors of writing in different educational environments to exploit the many different methods, approaches, and techniques that can serve to produce better writers. Although over the preceding decades, the process approach to teaching writing has greatly improved L1 and L2 composition pedagogy especially in terms of creativity and organization. However, these advances have been compromised through the generation of written products containing grammatical and lexical inaccuracies, which often frustrate and distract readers (James 1998:155). That is why grammatical correctness in writing is a problem of concern especially among 4th year college

education students as they will be teachers of English themselves upon graduation. According to Jonopolous (1992), Santos (1988), Lorenz and Met (1988), a lack of grammatical accuracy in writing may hinder progress. Therefore, it is necessary that students be sensitized or be made them aware to such errors and be trained to apply the appropriate approaches to correct them. One such approach is error analysis in which the output generated by learners is analyzed for errors through which the fundamental causes of such errors are identified and the frequency of error is deemed proportional to