This study presented the types and frequencies of Korean orthographic errors in 150 papers written by university students and examined the content of those errors. As a result, the errors found were in the order of distinction of words and grammar elements [item 57], compound words and words with prefixes [items 27~31], abbreviations [items 32~40], endings (-deora, -deon, -deunji) [item 56], words with initial letter rules [items 10~12], words attached with affixes [items 19~26], stems and

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... gs [items 15~18], vowels [items 8, 9], endings (basic sound, tensed sound [item 53], adverbs (-i/hi) [item 51] and palatalization [item 6], tensed sound [item 5], and sounds pronounced when similar phonemes overlap [item 13]. In examining the items with errors, we can see that the content including actual pronunciation affects writing, while the issue of writing convention is a matter of different dimensions from the actual pronunciation. Moreover, the original form must be identified and clearly written when the original meaning of the root is maintained, and a word should be written as it sounds when the original meaning of the root is not maintained. Furthermore, self-correction is difficult after repeated use of error types becomes habitual because few students search dictionaries to confirm the correctness of their writing. Certain restrictions and the strictness of various rules can also cause errors, and teaching examples must focus on high-frequency, everyday words. Finally, the possibility of the educational use of error analysis was mentioned to emphasize its importance.