The area of Error Analysis (EA) has extensively been researched for the past 40+ years through Second Language (L2) learning, but adequate attention has not been given to First Language (L1) learning. Although few researchers have covered some of the L1 grounds in other African languages, this area, especially on morphological and phonological components is relatively new in Northern Sotho. As a result, this study’s purpose was two-fold: firstly, to investigate elements that supplement the occurrence of morpho-phonological discrepancies in the compository writings of Northern Sotho students, and secondly, assess how morpho-phonological discrepancies occur in the compository writings of Northern Sotho students. A mixed-method approach was applied; the choice of adopting content analysis, questionnaires, and interviews as data collection materials best advanced this study. A questionnaire with comparable open-ended interview questions was used to gather relevant qualitative data in a predominantly survey research design, and content analysis pursued gathering quantitative data. Questionnaires designed for both undergraduate and post-graduate Northern Sotho students (n=135) were administered in coincidence with an essay writing exercise designed, whereas individual interviews were held with Northern Sotho lecturers (n=5). Data, (both qualitative and quantitative) were analysed separately: Error Analysis (EA) was employed to analyse the quantitative data collected from essays, whereas thematic analysis was used to analyse the qualitative data. Findings revealed a total of 402 morpho-phonological discrepancies to have been committed by the students in their essays. Error categories such as reflexive constructions, derivative noun constructions and the influence of the pronunciation of high vowel ‘i’ and ‘u’ in a word, were amongst many others drawn based on the account of how such errors occurred in students’ essays. Qualitative variables such as, the influence of spoken dialects/varieties on standard language, students not being exposed to teaching of morphological and phonological components from lower grades of Basic Education, defective language standardisation, were amongst the most possible contributing factors towards the problem investigated. Based on the findings, the study strongly recommends an incorporation of morphology and phonology into the curriculum of Basic Education. This can assist students to develop a strong foundation in literacy skills that can promote correct orthography in essays that will benefit them throughout their academic and professional careers.

Key words: Northern Sotho, discrepancies, morphology, phonology, compository writings.