Analysis of University STEM Students’ Mathematical, Linguistic, Rhetorical–Organizational Assignment Errors

Although Error Analysis (EA) has been broadly used in Foreign Language and Mother Tongue learning contexts, it not applied the field of engineering by STEM (Science, Technology, Engineering, Mathematics) students a systematic way. In this interdisciplinary pilot study, we EA methodology to wide corpus exercises essays written third-year mechanical engineering, with main purpose achieving precise diagnosis students’ strengths weaknesses writing skills. For analysis be as exhaustive possible, errors were typologized into three categories (linguistic, mathematical, rhetorical–organizational), each which is, turn, subdivided 15 items. The results show that predominant are rhetorical–organizational (39%) linguistic (38%). application permits identification areas improvement subsequent implementation an educational design allows improve their communicative strategies, especially those related skills and, more precisely, having do optimal use syntax, punctuation, rhetorical structure text, mathematical coherence.