Writing errors are an inevitable aspect of students' efforts to enhance their writing proficiency. Various studies have tackled the identification of challenges and errors in students academic writing, aiming to explore the complexities inherent in writing activities. Such studies enable educators to determine the significant obstacles encountered by students and offer remedial measures. This research aims at detecting the most prevalent errors encountered by students when tasked with academic writing assignments. The problem lies in the relatively poor performance of students in writing English essays as such low performance affects even the quality of writing in written translation subjects. The study hypothesizes that the students low writing quality is due to a high frequency of errors. Additionally, it hypothesizes that the most common type of errors is the morphological ones. Through employing a descriptive and quantitative data analysis approach, the study examines errors following Chanquoy's (2001) taxonomy of writing errors. Focusing specifically on grammatical components, the research analyzed 47 essays. A total of 481 errors spanning all categories were documented. The study's findings revealed that most recurrent errors were categorized as orthographic errors (54%) followed by lexical (19%), syntactic (17%), and morphological (10%) errors. Within orthographic errors, capitalization represented the highest error rate with (47.5%) while subject-verb agreement represented the lowest rate (2%) within the category of morphological errors. Ultimately, the study concludes that students exhibit deficiencies in grammar mastery, particularly in the composition of grammatically sound writing tasks