This study examined the morphosyntax of English as a Second Language (ESL) compositions written by Chinese tertiary students in Guangdong, China, particularly on the aspects of correctness, clarity, delivery, and engagement of the compositions. Descriptive research design and a quantitative approach were used in the study. The results show that Chinese ESL learners face difficulties in the use of English grammar rules and conventions, particularly in the areas of punctuation, prepositions, determiners, wordy and unclear sentences, and the misuse of passive voice. Closing punctuation and faulty parallelism were particularly challenging for these students. The study also revealed that Chinese ESL learners tend to use informal language and have difficulty understanding the grammatical rules of English. The findings suggest that ESL teachers should provide targeted instruction and support to improve students' writing skills, using explicit grammar instruction, peer feedback, and model texts. Overall, this study provides insights into the unique challenges faced by Chinese ESL learners in mastering English morphosyntax and offers suggestions for effective teaching strategies.