LINGUISTIC ANALYSIS OF DANGLING MODIFIERS IN THE WRITTEN ESSAYS OF UNDERGRADUATES OF PRINCE ABUBAKAR AUDU UNIVERSITY, ANYIGBA

Abstract

The research examined the dangling modifiers in the written essays of undergraduates of Prince 
Abubakar Audu University, Anyigba with a view to identifying modifiers that dangle in the 
written essays, their sources and their linguistic implications. The undergraduates’ written essays 
were the major sources of data gathering for this research. The researchers sought the permission 
of the course lecturers through the Head of Department of Arts Education, Faculty of Education 
to assess students’ examination scripts. The researchers randomly selected 42 scripts cutting 
across different levels with differently types of essay questions. The data obtained were analyzed 
using the descriptive tool. After the analysis, the research revealed identified prevailing dangling 
modifiers in students’ written essays and attributed this error to lack of focus and issues with the 
syntax of the native language. In many languages, modifiers can be used in different ways than 
they are in English. The work equally showed that the most common sources of dangling 
modifiers are the use of passive voice, the use of a participial phrase at the beginning of a 
sentence and the use of pronoun ambiguity. It equally revealed that the most obvious linguistic 
implication of dangling modifiers is that it makes a sentence difficult to understand, creates 
ambiguity, or causes the reader to misinterpret the meaning of the sentence and can make a 
sentence sound awkward or ungrammatical. The work concluded that dangling modifiers are a 
common grammatical error that can make sentences confusing and awkward. With a 
combination of explicit instruction, practice, and feedback, students can be helped to improve 
their writing and produce clear, well-written essays.