WRITING RESEARCH PAPERS: i Editing Your Paper This unit discusses the editing process. The students learn how to edit their own papers for finer points, such as punctuation, subject-verb agreement, and word forms. Students have the opportunity to discuss accuracy issues in resoarch and discuss controversial writers. They are introduced to abstracts, learn how to write an APA- style abstract, and write an abstract for their papers. Finally, students conduct a “self check" of their research paper. ‘Ask students to think about the title of the unit. Call on volunteers to contribute to writing a job description for an editor: Initiate the discussion by writing check grammar on the board. Ask students to continue to list responsibilities an editor has. Continue the discussion by asking if anyone would like to bo an editor or if they like editing their own work. Explain that this unit will give them the chance to think about what types of things noed to be edited and will allow them time to practice. 1 Have students work in pairs to dis questions. Encourage them to be detailed and to listen well because there may be ideas they could apply to their own editing. If you like, call on volunteers to summarize their group's discussion. Editing your work Remind students they have been editing throughout the book, but have been focused more on “big picture” topics. This unit encourages them to think about the details and work to edit for grammar and spelling. Have students follow along as you read the information in the text. 2 Go over the errors in the error box and make sure students all understand what each is, Explain anything they are unclear about and give examples if necessary. Have students work in pairs to complete the exercise. Draw attention to the fact that some sentences may have more than one grammar problem. 146 EDITING YOUR PAPER Romind them to not only identify the problem but also to correct it. Go over answers with the whole class. Answers a. 7 (it’s) b, 1, 6 (slow when it is blinking) 2 (spray materials with) 5, 9 (heavy but fragile, broke it) 1, (the father’s Porsche) 3, 4 (, we are still unable ...) 2 (we saw a huge cockroach) 8, 10 (ends meet) (asked me, “Where ... restroom?”") 3, 6 (I love rice, brown or white. I do, however, have ...) me pe Extension activity Copy a short article from a copyright-friendly website (most US .gov sites are permission- free). Remove the punctuation and add a few grammar mistakes. Tell students to imagine that an editor of the government website ‘wants to put this online, but it needs to be reviewed by an editor. Ask them to play the role of the editor and correct the article so it can be published. Give each student a copy and have them correct it. You can collect copies for an extra participation or writing grade or go over the answers in class. Provide answers by giving students the actual printed version or referring them to the website where they can check their own answers. Subject-verb agreement Review subject-verb agreement. Ask students when it is easier to identify (when they appear next to each other) and what they think is more challenging (when it’s a noun clause, when the verb isn’t next to the noun, remembering the singular versus plural forms of the verbs). Go over the information in the book and make sure students understand before they attempt Exercise 3.3. Have students work alone to complete the exercise, Remind them to not only identify the problem, but also correct the sentences by changing verbs to agree with their subjects. Circulate to help students as needed. Go over answers with the whole class. Answers a, Cyberbullying, a type of intimidation or harassment of others through words and photos posted online, is a growing problem in some areas. (No change.) b. Even cell phone text messages has (have) been used to bully. . In fact, a recent survey of American school children report (reports) that one in three kids have (has) experienced cyberbullying. 4d. Thirty percent of those children who has (have) been cyberbullied savs oy were bullied through social networking sites ¢. Parents and teachers aren’t always aware of the problem. (No change.) f. Some children, according to the survey, doesn’t like (don’t like) to report the problem because of fear or embarrassment. g. Parents, on the other hand, worries (worry) that checking their teens’ online activity might be a violation of privacy. h, However, the problems of cyberbullying ig (are) so severe that monitoring may be more important than protecting privacy, especially in the case of younger children. Word forms Explain that using word forms is a good ‘way to expand vacabulary and use a variety of academic words in your writing. Tell students the challenge is making sure they are using the right word form for the sentence. Have students follow along as you read the information in the book. 4 Have students work alone to complete the exercise. Remind them to not only identify the problem, but also correct the sentences by changing the word forms. Circulate to help students as needed. Go over answers with the whole class. WRITING RESEARCH PAPERS Answers: personal -> personality firstly > first compete - competition |. intention + intend diplomat ~> diplomatic creatively ~+ creative similarity -> similar interested ~ interesting rPemepoge Accuracy in research and writing Review earlier discussions about plagiarism and explain that there is another type of writing “crime” called falsification. Give students time to read the article about Stephen Glass 5 Have students work in small groups to discuss the questions. Encourage students to be detailed and offer reasons for their answers. Call on a volunteer to summarize group’s discussion for the whole class. Answers Answers will vary. 6 Assign students into pairs or small groups and explain that this next activity is a research project. Schedule time in the school’s computer lab (if one is available) or give them time to research at home. Give each pair or group one name from the box and have them investigate the controversy and its results. Ask students to decide as @ group if the person was guilty of any wrongdoing and support their answers. Tell students they will present their research to the class and give them a due date. Explain that this mini presentation will be good practice for Unit 12 and for future research. Answers Answers will vary EDITING YOUR PAPER 147 11 |WRITING RESEARCH PAPERS Abstracts Ask students if they are familiar with abstracts. Start a discussion about abstracts students have read and/or written. Have students follow along as you read the information in the book and look at the example. Answer any questions before students begin the following exercises. 7 Have students work in pairs to complete the exercise, Remind them that an abstract contains the four bulleted points listed and it is important to be able to identify them and it will make it easier to write their own. Answers * Related background information: The paper examines the origins of sugar in the human diet and then considers some of the nutritional properties of sugar ¢ The main point of the research: This paper aims to investigate whether sugar, especially refined sugar so prevalent in food nowadays, is more of a health risk than a health benefit © Key discoveries: ... it is argued that sugar, especially in its refined state, is responsible for creating a vicious cycle of consumption and a range of disturbing conditions and illnes: © Conclusions or suggestions for future action: ... everybody should reflect on their diet and, if need be, reduce their sugar intake in order to maintain a healthy life. Extension activity Ask students to bring an abstract from a research paper or article written in their field of study or a field that interests them. Ask them to identify the same four parts in this abstract that they identified in Exercise 7. Have them share their abstracts in small groups. 8 Have students work in pairs to answor the questions about their own research. Do not allow them to refer to their papers and explain that having the answers separately should help them write their abstracts. Circulate to help as needed, Answers Answers will vary. 148 EDITING YOUR PAPER 9 Give students time in class (or assign as homework) to complete Exercise 9. Have students work alone to write an abstract for their research papers. If it is assigned as, homework, let them know they will need it for the next day in class. Answers Answers will vary. 10 Have students work in pairs to help each other further develop their abstracts. Give students time to revise based on peer feedback. Let students know in advance if you intend to collect their work for a participation or writing grade. Answers Answers will vary. Put it together Explain that students now need to edit their second drafts for the finer points studied in this unit. Consider having students hold a workshop period at the end of class to get started on steps b and c before completing the other steps at home. If you plan to collect their marked second drafts, et the students know the due date. Otherwise, let them know the marked copies and the final version are due after Unit 12. a Encourage thom to mark any mistakes they find as they read aloud. Remind them that reading aloud helps them identify things that “sound funny.” b Ask them to go through their papers and search specifically for subject-verb agreement problems. Have them underline subjects once and verbs twice. If they don’t agree, have them write the correction above the marks. ¢ Ask them to read again and search specifically for word form issues. Have them circle any incorrect word forms and pencil in the correct forms above them. d_ Have students make the corrections electronically before submitting a final version of their paper (after Unit 12). Have them keep the marked forms as well. Remind them to maintain the practice of printing two copies— one to turn in and one to work on in the upcoming unit and to have backup electronic copies.