How to Write a Research Paper Overview

8/6/2019 How to Write a Research Paper Overview

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Writing is a process of creating, organizing, writing, and polishing. In the firststep of the process, you create ideas. In the second step, you organize the ideas.In the third step, you write a rough draft. In the final step, you polish yourrough draft by editing it and making revisions.

CreatingThe first step in the writing process is to choose a topic and collect informationabout it. This step is often called prewriting because you do the step before youstart writing.

ChoosinFor some writing assignments, you do not choose your own topic because yourteacher or your boss tells you what to write about. When you do choose yourown topic, however, here are two tips for making a good choice.Topic should interest youChoose a topic that interests you. It is always easier to write about a subjectthat you enjoy. If you aren't sure what you are interested in, pay attention towhat kinds of newspaper and magazine articles you read. Do your eyes stop atstories about new discoveries in science? Do you turn immediately to the travelor entertainment sections of the newspaper? If you spend time watchingtelevision or exploring the Internet, what captures your interest when you areflipping through TV channels or surfing the Net? Paying attention to yourhabits may help you discover good topics to write about .

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256 CreatingTopic size should fit assignmentChoose a topic small enough for the assignment. A common mistake ofbeginning writers is to choose a topic that is too big. When you choose a topicthat is too big, you aren't able to explain it completely. You are only able todiscuss it very generally, without the details that make writing informative andinteresting to readers. If your assignment is to write a one-page paragraph, don't choose "Sports" asyour topic. Don't even choose "Basketball" or "NBA Basketball Stars" or"Shaquille O'Neal." For a one-page paragraph, you might write about oneaspect of Shaq's game, such as his early difficulty making free throws.

If your assignment is to write a ISOO-word essay (about four double-spacedtypewritten pages), you might write about two or three aspects of Shaq'sbasketball skills and his effect on the game.

If your assignment is to write a IS-page research paper, you could write evenmore about Shaq, You could write about his childhood, family life, basketballtraining, business interests, and so on.

If your assignment is to write a 300-page book, you could write about thehistory of basketball!

Collectin information and develo ideasThere are several ways to collect information and develop ideas. For somewriting tasks, you will need to go to outside sources such as newspapers,magazines, library books, or the Internet. For other assignments, you caninterview friends, classmates, and neighbors to get their ideas and opinions.For still other writing tasks, you can search your own brain and life experiencesfor ideas. Four useful techniques for exploring within yourself are: Journal writing Freewriting Listing ClusteringJournal writingJournal writing is one way to get and develop ideas. A journal is a collection ofpersonal writing. In a journal, you can record your daily experiences. You canwrite down quotations that are meaningful to you. You might write about adream that you had. You can write one sentence or several pages. Theadvantage of writing a journal is that you are writing only for yourself. You canwrite your thoughts and explore ideas without worrying what other people willthink. A personal journal can be a very rich source of ideas.


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Creating

'J{gvem6er l~ 2002

10:30p.m.

% aay was a gooa aay. Itfiin/( Im ade a new [riend. Jln Jlm erican gid in m y art

crass started ta[hng to m e. Slie j ust ta[kga about w fia t w e w ere aO ing in crass, fiow I

fik ga tlie c ra ss a na tlie tea clier, a na tfiin gs fik g that . S he 1 JI1 J'J {''T a sk m e " [o reiq net"q uestion s tfie w ay m ost people fiere d o . Jlm erican s a[w ays w ant to knou: umere Iam

from ana fiow fong I've been liere ana w fiat [angu age I p ea k etc ., etc ., etc . Iet tired

of a nsw erin g tlie sa m e q uestio ns a [[ tfie tim e. :M a y6 e tfiey (J lm eric an s) a re rea [ry

in terested , or m au be tliey a re ju st tryin g to be jrien ary , bu t q uestion s a bou t m y

6ac t< ; grounamake me f ee! that 1'[ [ a[w ays 6 e a stran ger liere. J lnyw ay, tfia t g id w as very

n ic e a na Ic an p ra ctic e sp ea hn g 'E ng [isfi uiith. lier.

FreewritingFreewriting is a technique in which you write on one topic nonstop for aspecified period of time. Write sentences about whatever ideas come into yourmind while you are thinking about the topic. Don't stop to think aboutgrammar or spelling. Just keep moving your pencil across the page or yourfingers on the computer keyboard. At the end of the specified time, stop. Readwhat you have written and mark any key words or phrases that might sparkmore ideas. Then begin freewriting again about these key words. You may haveto practice this technique a few times before ideas flow easily, but with practice,it will happen. You may be surprised at the number of ideas that will pour out.

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Creating

Ih a ue to f re ew rite fo r t en m i nu te s a bout m y f av ori te p o ss es sio n. Idon't

know w fia t to w rite about. :M aybe m ~ a lbum. ']{p, th a t's n ot g ooa .

:MaybeIs fw u[ d w rite a bou t s om eth in q from m y c hild hoo d, u R ! m y fa vo rite to y.

: !{p. 'fa v ori te w fia t? :May 6 emy f a vo ri te p o ss es sio n is 1W t a tfiin g . :May be it's

s ome tfii ng uR !(m y fam i[ y J o r mu mo th er's em pana da s. w e r t , Iam s tuc k: Inedto R !ep w ritin g. 'fa vo rite p os ses sion . 'D oes i t h au e to be a th in g? Idon 't th in k ;

tfiin gs a re v ery im p orta nt. W e didn't h au e a ro t o f tfiin gs w fien Iwas younger .

:Maybe t fi at 's w fi y Ic an 't tfiin /(of a nu th itu ; W fia t R !ep s com in g in to m y m in d

i s my f am i[ y . 'T o me, that is m ote im p orta nt th an a ny tfiin g. :M y p a ren ts

s lu no ed ea ch o tfier a na u s c hild ren s o m u ch Ioo e. % a t is c etta in lu m y f av orite

"possession"--{my fami[yi ij w e r t , th at d oes n't m ea n that We nev er fia afig lits . O f c ou rs e m y bro th ers a na s is ters a nd Iougl it w i tl i e ach .o tfi er . Jl lot,

B ut w e a[w ays supported eacfi otfier. Ir ememberone t ime w fi en Iwas

By the end of the ten minutes, this writer had found something to write about:her family's love. Since her teacher wanted her to write about a favoritepossession, she then decided that her favorite possession was a photograph ofher family. She could then freewrite further to develop more ideas about herfamily and their love for one another. Soon, she had enough material for athoughtful and interesting paragraph or essay.ListingListing is a technique in which you think about a topic and quickly make a listof whatever words or phrases come into your mind. You shouldn't writecomplete sentences. Just write words and phrases. The goal is to list as manyideas as possible without worrying about correct spelling or relevance of ideas.In the following example, a student was asked to write about his job.


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Creating

" :My J06"

w a iter in a res ta ura nt6usyhard w or/(-on feet a ll th e t imerush h ours-{un ch an a dinnerh av e to w orK ja sth av e t o b e fri en a[ ys ome tim es maR ! -m i st a ke s"Ki t c fi en s taf f also maR! -mistakestiead c h e f forgot to p ut sugar in p iepersonal a ppe ar an ce im por ta n thair-short, dean , no wirerhairstgfesd ea n fi ng er na ir s e sp e ci a{ [ y i m po rt an tu niform d ea n a na iron edhave to get aw ng w ith buspersons an a

host/hostess

polished shoestips-sharingrea min g th e j0 6 W a s h arac om p ut er s ys tem a ij fic u{ t a t f irs tm anage r s ome tim es hard to g et a {on g w ith* 6ig gest m ista R!--forg ot to p ut order fo r

a n en ti re ta 6re in to c om p uterca n tuork; n ig hts, h av e f ree tim e a urin g a ayholidaus-c-sometimes have to uiork;free [oods om e c us tom er s n ic e, o th er s rude an a

aemanaingsom e c ustom ers in a h urry , oth ers ta R!-

3 h ou rs to ea t

After listing these ideas, the writer reviewed his list. He identified four mainideas, which he underlined and numbered. Next, he put each of the other ideasinto one of the four main groups. He crossed out ideas that didn't fit into agroup and added new ones. He now has material for at least four paragraphsabout his topic.

" :My J06"

w a iter i n a res ta ura nt6usy

(J ) hara w orK ;-on feet a{{ th e tim e(J ) ru sh hou rs-{u nch a na d inn er(J ) h av e t o w orK ja sto h av e t o 6 efr ie na [ yC] s ome tim es maR ! -m i st ak es "

-~ -aj faf s ( } -ma/@-mi5 ta~-fteatf-eftejjor,get te p ut sugllr in p ie@ p e rs ona { a p pe ar an ce im por ta n t

@ h air-sh ort, c lea n, no uiild hairstules@ d ea n fi ng em a ir s e sp e ci a{ [y i m po rt an t@ u ni form c lea n a na iro nedo ha ve to g et a[ ong w ith buspetsons am i

host/hostess

@ polished shoes-tips sftaring

C] ream ing th e j06 w as hardC] c om p uter sy st em a ijfi cu {t a t fi rst@ manage r s ome tim es hard to g et a {on g w ithC] * 6ig gest m ista R!--forg ot to p ut order for

a n en ti re ta 6re in to c om p ut er-eft1ffiJ8rt(nights, l iave ft ee t ime lUring t f a y --fw[tth~e te wer!(fteefootf-o s om e c u st om er s n ic e, o th er s rude an a

demandint;@ som e c ustom ers in a h urry , oth ers ta R!-

3 hours to eat

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ClusteringClustering is another way to get ideas. In this technique, you write the maintopic inside a circle at the center of a piece of paper. Then you write words andphrases in smaller circles around the main circle. As you get more ideas, youwrite them in still smaller circles. When you are finished, you have groups ofconnected circles. These groups of connected circles are called clusters. Thereare enough ideas in each cluster of circles in the diagram for a paragraph.

,COMPUTERS

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, . . ..PRACTICE-Section 40aPractice freewriting, listing, and clustering for ten minutes each on one of thefollowing topics. You may practice all three prewriting methods on one topic, or youmay choose a different topic for each method. Your goal is to choose a topic andcollect ideas for a 750-word essay (about two double-spaced typewritten pages). A good or bad high school experience A childhood memory A favorite relative Marriage Music Your hobby or favorite sport

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Organizing

The next step in the writing process is to organize your ideas. Many writers dothis by making an outline. Making an outline forces you to put your ideas intological order. In addition, having an outline in front of you while you arewriting keeps you "on target." You don't have to worry about running out ofideas or about which point comes next-it's all right there in your outline.Paragraph outlineAn outline can be informal or formal (see below). An informal outline is just amain idea and a list of supporting points. A formal outline has a system ofnumbers, letters, and indenting. The main idea appears at the top, andsupporting points and supporting details appear indented (moved to the right)under the main idea. Equal ideas have the same kind of letter or number. That is,all supporting points have capital letters (A, B, C, and so on), and all details havenumbers (1,2,3). Notice that there is no number next to the third detail in theformal outline. In a formal outline, we do not number single items.Informal paragraph outline Formal paragraph outlineMain idea Main idea

Supporting point A. Supporting point 1 Supporting point 1. Detail2. Detail Supporting point Supporting point B . Supporting point 2Detail Supporting point

ConclusionConclusion

Here is a sample outline for a paragraph about using fingerprint scanners toidentify people.

Main ideaFingerprint Scanners

Fingerprints have several advantages over PINs* andpasswords as a means of personal identification.

A. Problems with PINs and passwords1. People forget them.2. Others can steal them.

Conclusion

B . A dv an ta ge s1. Each person's fingerprints are unique.2. They can't be forgotten, stolen, lost, or copied.3. They are always with a person.

This new technology will become more common as softwarefor its use is developed.

"PINs=Personaldentificationu m b e r s: n u m b e rs p e o p l eu s e t o a c c e s sa n k a c c o u nt s ,- m a i l, n d s o o n

261


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262 OrganizingEssayoutlineAn outline for an essay with several paragraphs might look like one of thefollowing. The advantage of a formal outline is that you can more easilyseparate supporting points from details. Also, you can see where you need toadd, delete, or rearrange. For example, in the formal outline below, the writercan easily see that there are no details for supporting point IIB and add some.Informal essay outline formal essay outline

I. Introduction-Thesis statement

II. Main ideaA. Supporting point

1. Detail2. Detail

B. S up po rt in g p oi ntIII. Main idea

A. Supporting point1. Detail2. Detail3 . Detail Body

B. Supporting point1. Detail2. Detail

IV. Main ideaA. Supporting point

1. Detail2. Detail

B. S up po rt in g p oi ntDetail

V. C on cl us io n

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Introduction-Central idea of essayMain idea

Supporting point Supporting point

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Main idea

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li Supporting point Supporting point Supporting point .. Supporting point

Body

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Main idea Supporting point Supporting point Supporting point

Conclusion

Here is a sample outline for an essay about culture shock. (To read part of thefinished essay, turn to pages 317-318 in Section 44a.)

Culture ShockI . I nt ro du ct io n

T he si s S ta te me nt : Although not everyone experiences culture shock inexactly the same way, many experts agree that it has roughly fivestages.

II. In the first stage, you are excited by your new environment.A . S im pl e d if fi cu lt ie s- -q ui ck ly o ve rc om e

1 . T el ep ho ne2. P ub li c t ra ns po rt at io n

B. Positive feelings1. Eager to meet people2. Eager to try new foods


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OrganizingIII. Second stage: Differences in behavior and customs become more noticeable.

A. Don't know social customs-di~ficult to make friends, "small talk"B. Often understand words but don't understand meaning

Sometimes wonder why people are laughingC. Shopping a problem

1 . Self-service store or not?2. Can you exchange purchases?

IV. In the third stage, you no longer have positive feelings about thene w c ul tur e.A. Feel that you have made a mistake in coming hereB. Feel lonely and isolatedC. Want to be with familiar people

Begin to spend most of free time with people from your home countryD. Want to eat familiar food

1 . Eat in native restaurants2. Food becomes an obsession

V. You know that you are in the fourth stage of culture shock when youhave negative feelings about almost everything.A. Actively reject new cultureB. Become critical, suspicious, and irritable

1 . Believe people are unfriendly2. Believe landlord is trying to cheat you3 . Believe teachers don't like you4. Believe food is making you sick

VI. Finally, you reach the fifth stage.A. Language skills improve, self-confidence grows

1 . Able to meet people and make "small talk"2. Able to negotiate in business situations

B. Begin to accept differences and tolerate them1 . Food2. Clo th es3 . B eh av io r

V II . C on cl us io n

PRACTICE-Section 40bPractice making an outline. Complete the outline that follows by filling in the blanklines with an appropriate word or group of words. There are many possible ways tocomplete the outline.

Television: An Educational ToolI. IntroductionThesis: Television is an educational tool for people of many different ages andinterests.

II. Television keeps you informed about news and current events.A. Daily news programs

1 . CB S Nigh tly New s2.

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B. Weekly news programs1.2 .

M. .I,'~. II' Iw ; I. 'Iii Iw . II

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III. 1 . S es am e S treet2 . M r . R o g er s' N ei gh b or ho od

IV . There are many home improvement and repair programs.

v .1 . Cook th e Ita lia n W ay2. T he French Chef3 . C h in es e C oo kin g fo r B eg in n ers

VI. Television also has many good programs about nature and science.1.2 .

VII. Conclusion

After organizing your ideas, the next step is to begin writing. The first copy iscalled the first or "rough" draft. Rough means not smooth, not polished, and adraft is a copy of a document.First draftIt is a good idea to write your first draft quickly, without a lot of stops andstarts. Write it all at one sitting, if possible. Your writing will be much smoother.Keep your outline in front of you and follow it. Don't worry about correctgrammar, punctuation, or spelling in the first draft. You can always makecorrections later. Just get the first sentence down on paper and keep going.Topic sentence or thesis statementIf your assignment is to write a paragraph, begin with your topic sentence(the sentence that states the central idea of a paragraph) and continue. If yourassignment is to write a long essay, write your thesis statement (the sentencethat states the central idea of an essay) at the top of the paper. Doing so mayhelp you stay focused on your thesis. Then you have a choice. Some writerswrite the introductory paragraph first. Other writers find it easier to start witha body paragraph (a paragraph in the middle of an essay) and write theintroduction later. It doesn't matter where you begin as long as you keep thewords flowing and stay focused on your thesis. Of course, always follow youroutline if you are using one.


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Polishing

The examples in the next few pages show how a student writer followed thesteps in the writing process. The assigned topic was ''An Exciting Experience."First, the student freewrote until he found his topic: living in the United States.Next, he made this informal outline .. . .

'"Main idea

.

An Excit ing Exp erien ceMy m ost exc iting e xperi ence is liv ing in the Uni tedStates. I am liv ing awa y fr om h ome fo r th e fir st ti me. I miss my fa mily a nd fr iends back home. I am h aving a lo t of new expe rienc es. I am le arnin g a bout diff erent cul tures .

Then he wrote a first draft.

Topic sentenceSupportingpoint ISupportingpoint 2

Supportingpoint 3Supportingpoint 4

DRAFT 1An Excitin g E xperi ence

Livi ng in the U.S . for the past si x mont hs is a gre atexpe rienc e f or me. Becau se bei ng s o far f rom my f amily an dmy frie nds ma kes me re alize h ow much I'v e b een m issin gthe m. St aying aw ay f rom my r elati ves and frien ds hel ps meto rec ognize h ow much im porta nt they a re to me. When we'reawa y fr om all th e pe rsons an d th ings t hat we appr eciat e were cogni ze the worth o r i mport ance tha t the y hav e.

I am havi ng a lot of n ew e xperi ences . Tr aveli ng g ive usth e cha nce to kn ow di ffere nt plac es, diff erent peopl e, a ndt heir c ustom s. As a r esult of t hat we lea rn abo ut t hem an dt hey ab out us, t oo. And we can u nders tand whatsim ilari ties and wh at dif feren ce we h ave.

Reference: For more information about paragraphs, see Section 41. For moreinformation about essays,see Section 42.

PolishingThe fourth and final step in the writing process is to polish what you havewritten. This step is also called revising and editing. Polishing is mostsuccessful if you do it in two stages. First, attack the big issues of content andorganization (revising). Then work on the smaller issues of grammar andpunctuation (editing).Checklists are helpful during the polishing step. In this section are twochecklists that you can use, or you can design your own checklists to fit yourown special needs and writing habits.


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Polishing

Your school may have a wiitingcenteror tlltoring office where youhelp.:vith your :Vfiting. Fi~d out where to go, what services are available,how to make an appointment. Some centers offer help on a"drop-in"you may-not need an appointment.

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RevisingCheck your first draft and look for ways to improve the paragraph or essay as awhole. You may find that you need to change the order of some sentences oreven move entire paragraphs. You may need to add more details or deletesentences that are off the topic. You may need to state your thesis more clearly.You may need to add transition signals. You may need to add a conclusion.Finally, check the format. Some questions to ask yourself are listed in thefollowing checklist. Then write a second draft.

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Revising ChecklistContent Is my topic interesting to my readers? Can my readers understand my ideas? Did I stay on topic throughout the entire paper? Did I omit any important points? I'Organization Does each paragraph discuss only one main idea? Did I state the main idea clearly in one sentence? Are all the sentences directly related to the main idea? Are my supporting points in logical order? Did I prove each point with at least one specific detail (an example, astatistic, a quotation)? Does my introductory paragraph catch the reader's interest? Does my introductory paragraph have a clear thesis statement? Are the paragraphs arranged in logical order? Does my concluding paragraph reinforce my central idea effectively?

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Coherence Does each sentence flow smoothly and logically into the next? Does each paragraph flow smoothly and logically into the next? Did I use transition signals effectively? 11, I

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FormatPo l i sh ing 267

Did I use black or dark blue ink on white paper? Did I leave margins on both sides of the page? Did I indent the first line of each paragraph? Did I double space (if my instructor requires it)? Does my paragraph, essay, or report have a title?Here is the first draft of our student writer, with the revisions he made afterchecking his draft with the help of the Revising Checklist. (The numberednotes at the left refer to the numbered sentences at the right.)

DRAFT 1Coming to the U.S.An Exciting Experience

lLiving in the U.S. for the past six months is a greatfor two reasonsexperience for me. 2Because being so far from my family

Aand my friends makes me realize how much I've been missingthem. 3Staying mmy from my relatives and friends helps meto reeognize how ffiUehimportant they are to me. 4Whenwe're away from all the persons and things that weappreciate we recognize the worth or importance that theyhave. For example, when I lived at home Ialways fight with my olderbrother but now I miss him and wish Icould ask him for adviceabout various things like how to buy a car.

In addition, traveling51 : a m . having a lot of nell'experienees. 6Traveling give

us the chance to know different places, different people,and their customs. 7As a result of that we learn aboutthem and they about us, too. BAnd we can understand whatsimilarities and what difference we have. Forinstanc~I was surprised to learn how similar my friend Juan's large andhappy family is to mine even though we grew up on differentcontinents. He le a!3 cloee to his brothers and sisters as I am tomine. For these two reasons-appreciating my family more andgetting to know a different culture-my time in the U.S. hee beena great experience for me.

Change the title.

IMake topicsentence morespecific.

3Repeats sameidea assentence 4.Delete.4Add an example.5Boring topicsentence. Delete.6Start new

paragraph andadd a transition.7Correcttransitionphrase.8Add a specificexample.Add a concludingsentence.

The student wrote a second draft based on these revisions.

EditingNow edit your second draft for sentence structure, grammar, punctuation,mechanics, spelling, and word choice.


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268 Polishing

Writers usually know what their own weaknesses are. For example, if you knowthat you sometimes use the wrong verb tense, check each and every verb carefully.If you sometimes write sentence fragments, look for this error. Use an editingchecklist-the one that follows or one that you custom-design for yourself.Then write a third draft.Editing ChecklistSentence structure No fragments or run-together sentences No choppy writing or overuse of and No mistakes in parallel form Varied sentence length and types Varied sentence openings

If'

')!GrammarCheck for errors in Verb tenses and verb forms Articles Subject-verb agreement Pronoun reference Word order

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Punctuation Period (or question mark or exclamation point) after every sentence Commas Apostrophes Quotation marksMechanics and spelling Spelling Capital lettersWord choiceLook for Repetition of the same word Overused words such as good, bad, and thing Errors in word formHere is the second draft of the student writer showing his editing corrections.(The numbered notes at the left refer to the numbered sentences at the right.)


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ICorrect verbtense.2Fragment.Delete because.3Unclear-rewrite.

4Correct verbtense.

SCorrectsubject-verbagreement.6Add comma.6,7Combinesentences.

7Correctsingular/pluralerror.

PolishingDRAFT 2

Coming to the U.S.has been

lLiving in the U.S. for the past six months is a greatBeing

experience for me for two reasons. 2Because being so farfrom my family and my friends makes me realize how muchI've been missing them. 3When we're away from all the

famifiar people and places theirpersons and things that ',,'eppreciate we recognize the

to usworth or importance that they have. 4For example, when I

foughtlived at home, I always ~ with my older brother, butnow I miss him and wish I could ask him for advice aboutvarious things like how to buy a car .

SsIn addition, traveling give us the chance to know

different places, different pe;ple, and their customs. 6Asand

a result, we learn about them and they about us, ~7~S

we can understand what similarities and what difference weAhave. For instance, I was surprised to learn how similarmy friend Juan's large and happy family is to mine eventhough we grew up on different continents. He is as closeto his brothers and sisters as I am to mine. For these tworeasons-appreciating my family more and getting to know adifferent culture-my time in the U.S. has been a greatexperience for me.

269

The student writer wrote a third draft incorporating these editing corrections.Final checkAfter completing the third draft, give it a final check. When the student writerread his paper again, he found several ways to improve it.

IDon't abbreviateUnited States.

2Add transition.

DRAFT 3United States

Coming to the ~.United States

lLiving in the ~. for the past six months has been aFirst of all, being

great experience for me for two reasons. 2BeiRg so farfrom my family and my friends makes me realize how much


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2Correct verbtense error.3Nocontractions.

9Reviseconclusion. It'stoo similar tothe topicsentence.

miss we areI've been missing them. 3When w e 2 - : P e - away from familiarpeople and places, we recognize their worth or importanceto us. 4For example, when I lived at home, I always foughtwith my older brother, but now I miss him and wish I couldask him for advice about various things like how to buya car.

sIn addition, traveling gives us the chance to knowdifferent places, different people, and their customs. 6Asa result, we learn about them and they about us, and wecan understand what similarities and what differences wehave. 7For instance, I was surprised to learn how similarmy friend Juan's large and happy family is to mine eventhough we grew up on different continents. sHe is as closeto his brothers and sisters as I am to mine. 9For thesetwo reasons--appreciating my family more and getting to

United Statesknow a different culture--my time in the tr.S-. has beengood learninga gPeat experience for me.

This is the student's final draft.

FINAL DRAFTComing to the United States

Living in the United States for the past six months hasbeen a great experience for me for two reasons. First ofall, being so far from my family and my friends makes merealize how much I miss them. When we are away from familiarpeople and places, we recognize their worth or importance tous. For example, when I lived at home, I always fought withmy older brother, but now I miss him and wish I could askhim for advice about various things like how to buy a car.

In addition, traveling gives us the chance to knowdifferent places, different people, and their customs.As a result, we learn about them and they about us, andwe can understand what similarities and what differences wehave. For instance, I was surprised to learn how similarmy friend Juan's large and happy family is to mine eventhough we grew up on different continents. He is as closeto his brothers and sisters as I am to mine. For these tworeasons--appreciating my family more and getting to knowa different culture--my time in the United States has beena good learning experience for me.

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271olishing

D riv ing in m y co untr y i s co mpl etel y dif fer ent fr om dr ivi ng i n Unit edSt ates . O ur d eath rat e fro m car a cci dent s is the hig hes t in wo rld . A lmo st8, 000 pe ople a y ear . I n my co unt ry, driv ing is rea lly dan ger ous n o on ep ays a tte ntio n to dri vin g ru les . In th is cou ntr y, d riv ers usu all y obe y it.T hey s top ping at s top s igns and red ligh ts. By con tras t, w hen dr iver s i nm y co unt ry see a t raff ic ligh t tur ning ye llo w th ey are dri vin g ev enfa ster ! Also , ever yon e h ere wear sea t b elt s. In m y co untr y is no t " mac ho,"so n o o ne put s th em on , u nti l th ey see a po lice man . Amer ica n driv ersu sual ly v ery pol ite and wi ll let oth er dri ver s ch ange la nes , mak e t urns ,and ta ke a par kin g sp ace whe n i ts t hei r turn . I n my co unt ry o n th e ot herha nd peo ple i s t ota lly s elf ish b ehin d th e w hee l o f a car. Th ey s tea lpa rki ng spa ces, re fus e t o le t oth er dr ive r in to t heir la ne, an d h onk whenth e ca r in fro nt is to o slo wly . P ede stri ans are not s afe , eith er. I onc esaw a c ar cut acr oss si x l ane s in h eavy tr aff ics a nd d riv e o nto a sid ewa lkbe cau se th e d riv er w ant ed t o gre et a fri end w ho is wa lkin g th ere. Incon clu sion , wh en y ou v isi t my co untr y, be p rep are d t o r un f or y our l ife!

A. Use the Revising Checklist on pages 266-267 to suggest revisions to this student'sfirst draft, which discusses three main differences between high schools in thestudent's country and high schools in the United States. You can add, delete, orrearrange information. Hints:1. Decide what the three main differences are.2. Move sentences so that all the sentences about one main point are together.3. Delete the two sentences that do not support any of the main ideas.4. Add the following transition signals one time each. Put each one in front of anappropriate sentence: First, Second, Third, For example, and For instance,.

PRACTICE-Section 40

Sch ool Diff ere nce sHi gh s cho ol in my coun try is v ery dif fer ent f rom hi gh s choo l in the Unit ed

Stat es. The cl assr oom at mosp her e is v ery di ffer ent . Am eric an cl assr oom s arever y inf orm al. Stu den ts c an w ear j ean s an d T- shir ts t o sc hoo l. Th e te ach ersdre ss ca sual ly to o. Di scip lin e i s dif fer ent . Am eric an h igh s cho ol s tud entstal k du ring cl ass a nd s ome tim es t hey do n't pa y a tten tio n. In my c oun try ,hi gh scho ol st uden ts w ear un ifor ms, an d tea che rs wear bus ine ss cl oth es.Stu den ts in my coun try h ave to stud y ha rder . I th ink tha t i n the U. S. ,act ivi ties like sp ort s t eam s, c lub s, comm uni ty se rvic e proj ect s, an d dat ingseem m ore imp ort ant th an s choo lwo rk. Ame ric an h igh s choo l s tude nts go o ut onda tes. We ta ke a dif fic ult e xam at t he end of high sch ool th at cove rs allthe s ubj ects we ha ve s tud ied . In t he Un ite d Sta tes , th ere are a l ot of te stsdu ring the y ear , but the re is no t a big tes t at the end o f high sch ool . I nm y high sc hool , w e st and up whe n th e teac her ent ers the r oom , and no oneta lks whil e the te ach er i s tal king . W e have to st udy m ore s ubje cts . We takescie nce cla sses for fo ur yea rs, but m ost Am eri cans t ake on ly two ye ars ofscie nce . O Ur ma th clas ses are mor e adv anc ed, too. St ude nts in my co untr yr each t he le vel of c alc ulus . Our teac her s are v ery str ict.

B. Use the Editing Checklist on page 268 to help you find and correct seventeenerrors in another student's second draft.

Dri ving Habi ts

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