作文是学生语文素养的集中表现，正确运用语言文字才能成就好文章。《义务教育语文课程标准（2022年版）》在课程总目标中明确要求初中生“能根据需要，用书面语言具体明确、文从字顺地表达自己的见闻、体验和想法”。与《义务教育语文课程标准（2011年版）》的表述相比，增加了“用书面语言”的要求。而现实中，学生作文方言词句、口语化、网络符号等问题比比皆是，读到一篇“具体明确”“文从字顺”的文章常有“久旱逢甘霖”的喜悦。学生写作文难，教师教作文无从下手，作文就这样成为语文教与学之路上的巍峨险峰。之前已有很多研究者关注到这一问题，研究出一定数量的作文教学方法，但回归到学生作文语言问题本身的研究并不多，而且一般都只以病句作为研究对象。影响作文语言质量的不止病句，还应考虑错别字、用词、标点等，用整体的思维深挖各类语病的特征，进而才能以语病特征为出发点，寻找到优化学生作文语言的良方。
　　基于以上认识，采用内容分析法，从字、词、句、标点四方面研究初中生作文中语病的特征。首先，选取桂林市三所不同层次、不同地域的学校，从三个年级每个班分层抽取考试作文，得到267份有效样本；接着，在明确概念的基础上，找出每篇样本作文中的所有语病，并进行繁琐的编码和整理工作；最后分析所得数据和典型语例，形成结论。
　　从整体上来看，标点错误和句子错误是最主要的两种错误类型，值得注意的是大量标点错误和句子结构混乱都跟直接陈述句与间接陈述句区分不清有关。分年级分学校对比后发现，学生语文基础知识越丰富，作文中的各类语病问题就越少，但同时搭配不当的问题相对来说会更为凸显。随年级递增，语病数量先增后减，但减少不明显，且错字和标点书写不规范问题变得更为严重。

     Composition is the concentrated expression of students' Chinese literacy, the correct use of language can achieve a good article. The Chinese Curriculum Standards for Compulsory Education (2022 edition) clearly requires junior high school students to "be able to express what they see and hear, what they experience and what they think in written language specifically and smoothly according to their needs". Compared with the expression of the Chinese Curriculum Standards for Compulsory Education (2011 edition), "using written language" is added in such requirement. But in reality, students write dialect words, colloquial, cyber symbols and other problems everywhere. A specific and smooth article often gives a teacher great joy, feeling like long drought meet rain. It is hard for students to write compositions. And teachers have difficulties in finding a proper way to teach students how to write compositions .composition has become a large obstacle in the language teaching and learning. Many researchers have paid attention to this problem and developed a certain number of composition teaching methods. But there are not many studies on the language problems of students' compositions, which generally only take the wrong sentences as the research object. The factors affecting the quality of composition include not only wrong sentences, but also wrong spellings, words and punctuation, etc.. We should think overall to dig the characteristics of all kinds of language mistakes, and then take these characteristics as the starting point to find a good way so as to improve students' composition language. 
    Based on the above understanding, the content analysis method is adopted to in the study of the characteristics of language mistakes in junior high school students' compositions in terms of the four aspects including words, phrases, sentences and punctuation. First, select three schools of different levels and regions in Guilin. Second, select examination compositions from each class of three grades to get 267 valid samples; then, on the basis of clear concept, find out all the language mistakes in each sample composition, and carry out tedious coding and sorting work; finally analyze the obtained data and typical examples to form a conclusion. 
    On the whole, punctuation misuse and sick sentence are the two main types of errors, and it is worth noting that a large number of punctuation errors and sentence structure confusion are related to the indistinct distinction between direct and indirect declarative sentences. After the comparison of different grades and schools, it is found that the richer the students' basic knowledge of Chinese, the fewer the problems of various kinds of language mistakes in their compositions. But at the same time, the problems of improper collocation will be more prominent. And with the increase of grades, the number of language mistakes first increased and then decreased, but the decrease was not obvious, and the problems of typos and irregular punctuation became more serious.