The objective of this study is to analyse the freshman students’ errors in written composition tasks and in this way to show how important the analysis of errors of students’ written compositions to guide the educators which methods and techniques should be applied. In the study, the written exam papers of 60 freshman students studying at a state university in 2023-2024 were analyzed. This study was conducted by using descriptive qualitative method. Study group was determined using convenience sampling method. The collected data were classified and the errors and their frequencies were identified. As a result of the error analysis process, it was observed that the students made four types of errors. These errors include omission, addition, misinformation and misordering. A total of 663 errors were made; 311 were misinformation errors, 209 were omission errors, 113 were addition errors, 30 were misordering errors. Misinformation errors were the most frequent error of the students with 46.91%. This study showed that writing in English was difficult for students. English teachers can use the information of students' types of errors to assess of their learning skills in English. Teachers' awareness of the errors made by the students in writing helps teachers to identify the difficulties students face. Thus, lecturers can change their teaching methods and techniques in the classrooms.