Genre in second language (L2) writing can be seen as frames from which students canlearn to draw conclusions about how to communicate within a certain domain (Hyland,2004, p. 3). A central component is the idea of a discourse community within which thestudents expect to find their intended reader, and the features of the genre that would fitwithin that community (Hyland, 2019, p. 24), thus aiding in their choice of linguisticfeatures (Riley and Reedy, 2000). The influence of the genre frame can be seen to differbetween second language learners and foreign language learners, where the latter relymore heavily on the conventions provided by the genre (Yasuda, 2011). This makesEnglish in the Swedish context interesting due to the transculturation of the language,placing it in an interesting position vis-à-vis foreign and second language (Hult, 2012).Taking this approach to genres in writing as an influence on students’ languagechoices, the poster proposed here intends to answer the question of whether or not thechoices brought on by genre result in different sets of errors in student writing.By applying the Java LanguageTool (JLT) to a corpus of Swedish upper-secondarylearner texts, the proposed poster intends to look for connections between the errorcategories provided by JLT in relation to the writing genre of the collected texts. JLT isbased on the work of Naber (2003), which is an open-source grammar and style checkerbased on POS-tagging and chunking materials for comparison with a pre-defined set oferror patterns. This paper will make use of the Python implementation by Morris (2020).The texts for the learner corpus were collected from an anonymous Swedish forumwhere students upload their written production for community feedback. Uploads arecategorized according to school subject and grade level (primary, secondary or uppersecondary). Collection was done using a BeautifulSoup4 web crawler, and the collectedtexts were tagged for genre manually. In total, the learner corpus contains 470 textsdistributed over 9 text genres. The most common genres, in order of frequency, werereports, informative essays, short fiction, biographies and argumentative essays. Letters,lyrics, poetry and speeches were also represented, but at much lower frequencies.Due to the distribution of the genres, the expected results for the proposed posterare the distributions of error patterns amongst the frequent text genres in Swedish EALlearners’ written production. The thesis for the poster is that the conventions of thegenres would lead students to produce texts which exhibit error patterns resulting fromthe language choices made based on said conventions. If this is the case, information aboutwhich error patterns are frequent in which genres will allow teachers to proactively plantheir lessons to inform about relevant linguistic features before a writing task involving aspecific genre.