ABSTRACT
This study is a research work on the note-taking errors of some selected secondary

school students in Gusau. It is the analysis of these errors that arise from the

written efforts of students in the course of teaching and learning encounters. Notes

from two hundred and sixteen (216) students which cuts across four (4) secondary

schools randomly selected from a total of fourteen (14) were examined. The study

reveals that in the production of notes by students, either in response to the dictates

of a teacher or as part of a normal learning process, errors of varying types are

committed. Some of these errors are either phonological or semantic while others

are lexical or syntactic in nature. This gives rise to the addition or selection of

unnecessary elements (consonants/vowels) and or misordering or omission of

required elements (consonants/vowels) in the subjccts' graphological practice. It

was further revealed that some of the major causes of these errors are: overgeneralization

of rules of English language, bad pronunciation of English sounds

by students, competence conflict (or transfer of features of source language into

target language) among others. Based on these findings, appropriate

recommendations are made for remediation efforts to be made by students and

teachers.