Teacher-Identified Revision Targets in Mandarin Conditional Sentences: An Archival Content Analysis of Grade 6 Writing

Written sentence construction is an important but underdocumented component of primary-level Mandarin literacy. This retrospective descriptive content analysis audited archived classroom responses to the conditional frame commonly taught as yaoshi–jiu (roughly, “if … then …”) in three Grade 6 classrooms in central Taiwan. The supplied source roster contained 71 records; two lacked a codable target response, yielding an analytic corpus of 69 responses. We preserved the inherited classroom coding matrix and reported its 39 teacher-identified code assignments rather than recoding the corpus as if it had undergone an independent reliability study. Grammar/structure was the largest macro-category (26 assignments, 66.7%), followed by semantic/referential issues (8, 20.5%) and logical/pragmatic issues (5, 12.8%). The most frequent subtype was omission, redundancy, repetition, or structural blending (21, 53.8%). De-identified Chinese source-image snippets and functional English translations illustrate how repeated wording, unstable perspective, and unspecified agency complicated the intended condition–consequence relation. Because the archive does not document a second independent coding cycle, the findings should be read as a transparent audit of teacher-identified revision targets in this corpus—not as population estimates, a causal evaluation of teaching, or a definitive account of Mandarin grammaticality. The study offers a cautious, traceable model for reporting classroom writing archives while protecting minors’ identities.