Abstract

Paraphrasing is a crucial skill in academic writing, necessary for avoiding plagiarism and effectively integrating external sources. This study investigates paraphrasing errors in academic essay introductions by third-year English majors at Quy Nhon University. Analysis of 40 essays identified three main error categories: linguistic errors, conventional errors, and semantic errors. Common issues included subject-verb agreement errors, inappropriate synonym use, and awkward sentence structures, which stemmed from L1 interference, limited vocabulary, and cognitive overload. The study highlights the need for integrated teaching approaches to improve both technical and rhetorical aspects of paraphrasing in academic writing.

Keywords: Academic writing, paraphrasing, paraphrasing error, English majors, Quy Nhon University.