<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2542-2987</journal-id>
<journal-title><![CDATA[Revista Scientific]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Sci.]]></abbrev-journal-title>
<issn>2542-2987</issn>
<publisher>
<publisher-name><![CDATA[Instituto Internacional de Investigación y Desarrollo Tecnológico Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2542-29872024000300023</article-id>
<article-id pub-id-type="doi">10.29394/scientific.issn.2542-2987.2024.9.33.1.23-44</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis de Errores en la Generación de Oraciones Compuestas en la Escritura de Estudiantes Universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Error Analysis of Generating Compound Sentences in Undergraduate Students&#8217; Writing]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Congacha Congacha]]></surname>
<given-names><![CDATA[William Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Colta Anrango]]></surname>
<given-names><![CDATA[Jennifer Lizeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Abata Checa]]></surname>
<given-names><![CDATA[Fanny Mercedes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Técnica de Cotopaxi, UTC  ]]></institution>
<addr-line><![CDATA[Latacunga ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Técnica de Cotopaxi, UTC  ]]></institution>
<addr-line><![CDATA[Latacunga ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Técnica de Cotopaxi, UTC  ]]></institution>
<addr-line><![CDATA[Latacunga ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2024</year>
</pub-date>
<volume>9</volume>
<numero>33</numero>
<fpage>23</fpage>
<lpage>44</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2542-29872024000300023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2542-29872024000300023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2542-29872024000300023&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio analizó los errores en la generación de oraciones compuestas en la escritura de 26 estudiantes universitarios de inglés. Se empleó una metodología cualitativa-descriptiva, recolectando datos a través de una tarea de escritura donde los participantes debían formar cinco oraciones compuestas basadas en una imagen proporcionada. El análisis se centró en fragmentos de oraciones y oraciones corridas, siguiendo los pasos propuestos por Corder (1975). Los resultados revelaron que, de 128 oraciones escritas, 60 contenían errores. El error más frecuente fue la oración fusionada (75%), seguido por la omisión de sujeto (18,33%). Otros errores incluyeron la omisión de verbos, la falta de sujeto y verbo, y el empalme de comas. Estos errores se atribuyeron principalmente a la interferencia del idioma materno y la falta de comprensión de las estructuras gramaticales en inglés. El estudio concluye que los estudiantes tienen dificultades significativas con la puntuación y la estructura de oraciones compuestas, sugiriendo la necesidad de estrategias pedagógicas enfocadas en mejorar estas áreas. Los hallazgos pueden contribuir al desarrollo de planes de enseñanza más efectivos para fortalecer las habilidades gramaticales y de escritura en inglés.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study analyzed errors in generating compound sentences in the writing of 26 university English students. A qualitative-descriptive methodology was employed, collecting data through a writing task where participants had to form five compound sentences based on a provided image. The analysis focused on sentence fragments and run-on sentences, following the steps proposed by Corder (1975). Results revealed that out of 128 written sentences, 60 contained errors. The most frequent error was fused sentences (75%), followed by subject omission (18,33%). Other errors included verb omission, lack of subject and verb, and comma splices. These errors were mainly attributed to mother tongue interference and lack of understanding of English grammatical structures. The study concludes that students have significant difficulties with punctuation and compound sentence structure, suggesting the need for pedagogical strategies focused on improving these areas. The findings can contribute to the development of more effective teaching plans to strengthen grammatical and writing skills in english.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[análisis de errores]]></kwd>
<kwd lng="es"><![CDATA[oraciones compuestas]]></kwd>
<kwd lng="es"><![CDATA[escritura en inglés]]></kwd>
<kwd lng="es"><![CDATA[interferencia lingüística]]></kwd>
<kwd lng="es"><![CDATA[estrategias pedagógicas]]></kwd>
<kwd lng="en"><![CDATA[error analysis]]></kwd>
<kwd lng="en"><![CDATA[compound sentences]]></kwd>
<kwd lng="en"><![CDATA[english writing]]></kwd>
<kwd lng="en"><![CDATA[linguistic interference]]></kwd>
<kwd lng="en"><![CDATA[pedagogical strategies]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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