Standard English Conventions

1. SUBJECT / VERB AGREEMENT

Subjects should always agree in number with their verbs.  

• • • • • Incorrect:  Each of the men have done the work.  

        • Correct:  Each of the men has done the work.

2. PRONOUN / ANTECEDENT AGREEMENT

Pronouns should agree with their antecedents (the words to which the pronouns refer).

• • • • • Incorrect: Each of the girls did their work.    

        • Correct: Each of the girls did her work.

2. PARALLEL STRUCTURE

Similar terms, phrases, or clauses should be in similar grammatical structures.

• • • • • Incorrect: I like screaming, yelling, and to shout.  

        • Correct: I like screaming, yelling, and shouting.

3. MISPLACED MODIFIER 

Words or phrases should be positioned near the words they modify.

• • • • • Incorrect: The cowboy fell from the bull crying in fright.

        • Correct: Crying in fright, the cowboy fell from the bull.

4. DANGLING MODIFIER 

A modifier is said to dangle when there is no word that it can sensibly modify. 

• • • Incorrect: Carrying a heavy pile of books, her foot caught on the step. (Her foot was carrying books?)

    • Correct: Carrying a heavy pile of books, she caught her foot on the step. (She was carrying books.)

5. SENTENCE COMBINING 

Independent clauses may be joined together in one of three ways: 

• • 1. with a comma and coordinating conjunction (and, but, or, for, yet, nor, so)

    2. with a semi-colon (semi-colons are primarily used to  connect two related sentences --two independent clauses--of equal value)

    3. or they may be separated into two sentences 

       • Correct: I wanted a pony for my birthday, but I got an ugly sweater. 

       • Correct: I wanted a pony for my birthday; I got an ugly sweater.

       • Correct: I wanted a pony for my birthday. I got an ugly sweater.

Errors in sentence combining:  

1. Improperly combining two or more independent clauses creates a run-on. 

2. Placing a comma between the subject of a sentence and its complements (direct & indirect objects, etc), or between the subject and the predicate are both errors that require correction. 

   1. • Incorrect: I wanted a pony for my birthday, I got an ugly sweater instead.

      • Incorrect: I wanted, a pony for my birthday, but I, got an ugly sweater instead. 

Errors in sentence combining:  

• • Improperly combining two or more independent clauses creates a run-on. 

  • Placing a comma between the subject of a sentence and its complements (direct & indirect objects, etc), or between the subject and the predicate are both errors that require correction. 

    • • • Incorrect: I wanted a pony for my birthday, I got an ugly          sweater instead.

        • Incorrect: I wanted, a pony for my birthday, but I, got an ugly sweater instead. 

6. FRAGMENT

A fragment is a piece of a sentence that is  missing either a subject, a predicate, or both.  Dependent/subordinate clauses are also fragments.

• • • • Incorrect:  Skipping down the hallway.  Since it is Tuesday.  

      • Correct: I am skipping down the hallway. It is Tuesday.

7. SEMI-COLON & COLON

A semi-colon is used to join two closely related independent clauses into a single sentence (see number 6, above). A colon is used after an independent clause to direct attention to a list, an appositive, or a quotation. 

Correct uses of the colon: 

• • • • With a list: She looked everywhere: in the attic, in the basement, outside in the shed, and in the garage.  

      • With an appositive: They looked in horror at the dilapidated cabin: their home for the summer.

      • With a quotation: He read aloud the first line of the poem to his sister: “Nature’s first green is gold.”

8. COMMA

Use a comma after long introductory phrases and clauses.

• • • • • Incorrect: Feeling rather sleepy upon hearing his alarm Jimmy pressed snooze.

        • Correct:    Feeling rather sleepy upon hearing his alarm, Jimmy pressed snooze. 

9. COMMA

Use a comma after words such as well, yes, no, therefore, additionally, and however when they begin an independent clause.

• • • • • Incorrect: Therefore I have no option but to invoke plan B.

        • Correct:  Yes, I will have fries with that.

10. COMMA

Use a comma to set off parenthetical expressions and other words that interrupt the sentence.

• • • • • Incorrect: Holden Caulfield the protagonist of the novel has a duck obsession.

        • Correct:  Holden Caulfield, the protagonist of the novel, has a duck obsession.

11. APOSTROPHES 

Apostrophes are used to show possession or to indicate a contraction.

• • • • • Incorrect: Jimmys homework isnt complete. 

        • Correct: Jimmy’s homework isn’t complete.

12. NUMBERS IN WRITING 

Write numbers that can be  expressed in one or two words as words, and use numerals for more cumbersome quantities. Never begin a sentence with a numeral.

• • • • • Correct: There were twenty-five students in eight classrooms.

        • Correct: Mr. Jones ate two plain veggie burgers with mustard and no bun on approximately 750 consecutive school days. 

        • Correct: Seven hundred fifty soy patties times two is 1,498 too many, if you ask me.

13. ACTIVE VS. PASSIVE VOICE 

In most instances, it’s best to put the verb in the active voice.  The passive voice produces a sentence in which the subject receives the action.  In contrast, the active voice produces a sentence in which the subject performs an action.

• • • • • Passive: Thomas Jefferson’s support of the new Constitution was documented in a letter to James Madison.

        • Active: Thomas Jefferson documented his support of the new Constitution in a letter to James Madison.

14. COMMONLY CONFUSED WORDS 

Avoid confusing these words:

• • • You’re / Your:  You’re cool.  /  Your pants are falling down. 

    • It’s / Its: It’s a beautiful day in the neighborhood.  /  Its odor is stifling.

    • They’re / Their / There:  They’re going to the party at Jimmy’s house.  /  Their mamma had a baby, and its head popped off.  /  Put your paper there and get over here.

    • To / Too:  Fly me to the moon. /  Jimmy is too cool for school. Me too!

    • Then/Than:  Let’s do this, then let’s do that.  (sequence)  /  I’d rather do this than that. (preference)

    • Affect/Effect:  Affect means “to influence.”  The verb effect means “to produce”; the noun effect means “the result.”

    • Woman/Women:  She is a woman.   /  They are women.

    • Could’ve/would’ve/should’ve: These words are all contractions of the following phrases: could have, would have, should have.  “Could of,” “would of,” or “should of” may sound the same, but in writing they are nonsensical. 

15. TEACHER SPECIFIC RULES/REQUIREMENTS/PET PEEVES

The Formal Essay

Introduction

• Introduces topic clearly

• Entices reader using any of the following methods:

  • 1. poses a question

    2. uses a quote

    3. incorporates juicy details or shocking statistics

    4. relates to the reader personally

    5. presents a vivid narrative or testimony

• Leads into the rest of the paper

  • 1. Suggests what direction you will go

    2. Provides a roadmap or leaves a cliffhanger

• Depending on type of paper, the intro may include major sources used

Body Paragraphs

• Has a topic or a point it seeks to make that will support the thesis

• Provides evidence for the point such as:

  • 1. Quotes

    2. Text references

    3. Statistics

    4. Logic

    5. Examples

    6. Facts

    7. Details

• Evidence is explained. Each piece of evidence should be explained enough so that the reader understands where it came from.  The source is often helpful for helping show the significance and validity of the information

• NO QUOTE STANDS ALONE

  • 1. Tell who the author is

    2. Tell what the author’s qualifications are

    3. Tell where the source comes from

• Analysis of the evidence

  • 1. Evidence and topic are linked to the thesis 

    2. Squeeze the meaning out of your evidence – tell us how significant it is

    3. This is where you can show insights, close reading, and interpretation

Powerful Conclusion

• Reiterates the thesis

• Briefly relates major points together to show that the thesis has been tightly proven.  Rather than restating the major points, paraphrase them here. 

• Presents the “so what?”: makes the reader realize how significant the point really is.

• Ends with a sense of finality

The Research Paper

The research paper, a formal presentation of discovered facts and opinions of others, provides the evidence one needs to defend the opinion expressed in the thesis.  Consequently, one must state how and where these facts were found.  If they were discovered from what other people have said or written, the student must tell who said them and where they were said so that the reader could find them also.  

Writing an Abstract

What is an abstract?

An abstract is a very brief (often between 200-300 words in length – a hearty paragraph) overview of your research.  It tells the reader WHAT you did, WHY you did it, HOW you did it, WHAT you found, and WHAT your findings mean.  A good 

abstract makes the reader want to learn more about your research.

How is an abstract organized?

A good abstract will contain all of the following:

• Purpose/motivation/problem statement:  What is the problem and why do we care about it?  What practice, scientific, theoretical or artistic gap is your research filling?   Why are you writing this?

• Methods/procedure/approach:  What did you actually do to get your results?  What kind of evidence are you using?  (e.g. analyzed 3 non-fiction books, completed a series of 5 oil paintings, interviewed 3 students,  read 5 scholarly articles).

• Results/findings/product:  As a result of completing the above procedure, what did you learn/invent/create?  What are the consequences of your findings?

• Conclusion/implications:  What are the larger implications of your findings, especially for the problem/gap identified in your purpose/motivation/problem statement section. Emphasis may vary by discipline (science, engineering, humanities, etc.).  Abstract, 

Example #1, Social Studies 

The Japanese economy is often stereotyped and undermined by the general public. What most people take for granted is that Japan is the second largest economic power in the world, behind only America. The fact that Japan’s economy has been spiraling downward for the last decade is alarming, and could lead to an economic collapse worldwide. To come across a solution to this already devastating crisis it was necessary to study the patterns within the Japanese economy and political system over the last few decades. There is some useful literature regarding the topic, but even more useful was the plethora of newspaper and government funded articles focused on the crisis. While Japan has enacted many different policies and stimuli to cease the economic downturn, so far said acts have only been effective in the short term. The goal of this research project was to come across a practical and effective solution that would permanently reverse Japan’s dilemma. For years Japan has boasted what is arguably the world’s most creative, productive, and intelligent work force. Japan has served as a dojo for innovation, and has pioneered technology within the auto, cellular, energy, and other industries. For this reason, because the world is in the midst of an energy crisis Japan’s best option is to raise taxes to fund a research project centered around finding more efficient ways to use energy.  If Japan succeeds, the demand for this new energy efficient product or method will bring in enough revenue to get the economy back on its feet and propel Japan back into economic success. 

Abstract, Example #2, Social Studies

In regard to treatment of women, Saudi Arabia is considered to be one of the worst countries in the world. Saudi Arabia has an extremely conservative Islamic government that does not have a constitution and uses its own interpretations of the Quaran as guidelines for the treatment of women. Among other things, in Saudi Arabia there is no minimum marriage age, it is illegal for women to drive and vote, universities are segregated, women cannot speak to unrelated males in public, they must veil themselves and it is nearly impossible for women to get a divorce. Not only is this treatment of women inhumane and archaic, but it is preventing Saudi Arabia from gaining the respect of the world and, with half its population idle, it is impossible for Saudi Arabia to modernize. In the course of my research, which was composed of reviewing a variety of reliable sources that included books, websites, articles and a movie, I discovered that there are many things that Saudi Arabia needs to do in order to rectify this atrocity. First, Saudi Arabia needs to put in place new, clearly-defined laws regarding marital relations and divorce, that include a minimum marrying age, so that men as well as state officials (such as judges) will stop taking advantage of the indefinite laws. In addition, to this, women need to assume a larger role in government. They need to acquire the right to vote and run for office, so that they will have fair representation and draw attention to the most important issues women face. Finally, attitudes towards women need to change within the country itself, as no outsider will be able to alter the mindset that women are inferior to men, which has been a part of Saudi culture for hundreds of years. In sum, the basic problem is that women in Saudi Arabia are being oppressed by a conservative Islamic government and age-long traditions, and the only solution is for the Saudi Arabian government to step up and make changes toward a more modern kingdom.

Abstract, Example #3, Social Studies

Across the world, wetlands are being destroyed and debilitated by people and the ever-changing environment.  Wetland destruction is a very important topic because wetlands provide numerous services for humans such as water pollution prevention, water storage, and protection for our cities from flood and hurricane damage.  They also provide a habitat for thousands of animals, including forty-three percent of the world’s endangered species.  Wetlands also hold large stores of Carbon and Methane that are released into the air when wetlands are destroyed.  Wetlands are being destroyed rapidly by humans for the sake of development, agricultural purposes, and due to a simple lack of knowledge that wetlands are not nuisances but important ecosystems.  Current event articles, books, and online databases reveal numerous attempts the government has made to reverse the effects of wetland destruction such as reconstruction and rehabilitation through laws and policies like the Clean Water Act.  Mitigation and mitigation banking are other methods that attempt to compensate for any loss of wetlands due to development by replacing them in a nearby area.  This is one of the only effective methods of solving this problem so far.  Despite these efforts, developers and farmers continue to argue their case and destroy wetlands with no thought to the consequences while storm surges and sea-level rise due to climate change take their toll.  Wetland destruction is a very pressing problem because thousands of people and animals depend on wetlands for water supply, buffering, and survival, and it must be solved as soon as possible through use of mitigation banking.

Science Lab Report Guidelines

Title Page 

The title page should include the Title of the lab in the center of the page. Write your name, the names of your lab partners and the date in the lower, right hand corner. 

The title should contain key words that indicate the information the reader will find in your paper. Your hypothesis can be used as a basis for your title. As you develop your title, bear in mind that the scientific literature is vast and nobody is able to read everything. Many more people will read just your title than will read your entire paper. It becomes imperative that your title captures the fundamental nature of your experiment and subsequent findings.  

The title page should include:

• • Title of the Lab 

  • Author’s name, Partner’s name(s)

  • Date of submission

Abstract

Centered on its own page, the abstract should be 50-100 words. The abstract should be a review of specific techniques, procedures and equipment used in the experiment as well as a summary of essential findings. Make this as informative as space permits, without critique or conjecture. 

The abstract is a summary of the major elements of your paper.  The abstract should represent an accurate condensation and concentration of the essential information of the paper.  The reader should be able to learn the purpose of your study, how you conducted the study, what you found, and what you think your findings mean in a larger context.  

As a start, try including a sentence or two that summarizes each of the major sections of the paper.  Although the abstract is placed at the beginning of the paper, you will find it easier to write the abstract after the completion of the rest of the paper.

A well-written, effective abstract should

• • Have the first two sentences introduce the problem under study

  • Contain no more than 100 words

  • Be able to stand-alone and still make sense to the reader.

  • Be informative.

  • Be concise. 

  • Not include citations to literature, figures, or tables.

  • Summarize the results rather than be an exhaustive list.

  • State clearly the conclusion of the experiment.

Introduction 

The introduction is different than the purpose section in that it provides the reader with background information regarding the content explored by the experiment. It should persuade the reader that the topic is important. It should provide a context into which the experiment fits. If possible, it should relate the specific experiment to a bigger picture, how it fits into the course sequence and/or how it fits in the grand scheme of reality. (1/2-2 pages) 

The introduction identifies the question that you are evaluating and explains why the question merits investigation.  The introduction provides the background of the topic. The background means a historical perspective, definitions, or basis for your knowledge to this point. Additionally, the introduction states the scientific principle, law, or theory involved in this experiment. If the lab does not obviously involve a principle, law or theory, what technique is being learned or practiced in this lab? It is in this section that one ties the activity with what you are doing/have done in class. The purpose of the laboratory must be explicitly stated. If your teacher requires citations for information that is not common knowledge, the citations are commonly placed in the introduction.

Purpose

 Answer the question “Why are you doing this lab?” If you have specific hypotheses about what results you will obtain, include a statement of hypothesis. This section will be directly refuted or supported in the conclusion. (1-2 paragraphs) 

Procedure

Bottom line - anyone who follows these procedures should be able to do the exact same experiment and get the same results. If the step-by-step procedures are given to you DO NOT include them in your write-up. 

If there is no handout then you must describe all of your procedures. Explain the steps you use to reduce error in your lab. Drawings of unusual or specific apparatus integral to the lab should be included. (Number pages as needed to adequately describe the steps of the experiment) 

Knowing which details to include and which should be left out (e.g., because they are common lab practice) requires experience. Use the past tense.  Don’t write as if you are giving instructions.  Tell what you did in paragraph form in a logical sequence.  Be specific; include volumes and concentrations of solutions used, the size of your sample, and other details.  State the control treatment and indicate which conditions you kept constant.  Do not list the equipment required or number the steps, unless instructed to do so by your teacher.  Use your own words and describe what you did.  Remember, you performed the experiment to test your hypothesis.

Checklist:

• Presents enough information that the reader could replicate the experiment

• Is organized logically

• Methods of data sampling and data analysis are clear

• Past tense is used

Common mistakes:

• Writing style is not appropriate (e.g., lists, “cookbook” or “diary” writing)

• Provides extraneous detail on standard procedures (ex:  “ We measured the water in a graduated cylinder.”)

• Does not provide sufficient detail on non-standard procedures 

• Is not organized clearly and logically

Data/Results: 

All of your tables, charts, worksheets, observations and graphs are included in this section. All qualitative and quantitative data should be displayed in a logical, chronological sequence in the above forms, in proper format (including titles, labels and units). Never include any explanations or interpretations in this section. This section merely presents the data in a clear, organized fashion. (1-4 pages) 

The purpose of the results section is to present your experimental data in a format which is clear, organized, and easy to read.  All of your tables, charts, worksheets, observations, figures and graphs are included in this section.  All qualitative and quantitative data should be displayed in logical, chronological sequence in the forms stated.  Never include any explanations or interpretations in the results section (the analysis of your data will be presented in your discussion section).  

The results section also includes a text portion.  Do not draw any conclusions or make any explanations in the results section. The purpose of the results text is to highlight any pertinent facets of your data. The goal of this text is to provide your reader with a quick summary of your data and draw their attention to any trends which may have been observed. The text also provides clear links between your sets of data, thereby, making it easier for your reader to understand your results.

Checklist:

• Includes all pertinent data

• Tables are properly formatted with the following:

  • has an accurately descriptive title

  • independent variable is listed before dependent variable

  • each column is properly labeled with variable and units; variable (units)

  • measurements are reported with correct significant figures

• Graphs are properly formatted with the following:

• 1. has an accurately descriptive title

  2. independent variable is plotted on the X axis and dependent variable is plotted on the Y axis

  3. X axis is properly labeled with variable and units; variable (units)

  4. Y axis is properly labeled with variable and units; variable (units)

  5. increments have proper spacing and intervals appropriate to your data

• Includes a text component that accurately and concisely summarizes all pertinent facets of your data.

Common Mistakes:  Mislabeled data

• Draws conclusions or make explanation in results section

• New data is presented in another section

• Data is not reported to correct number of significant figures

• Significant Figures are misrepresented.

Good Graphs Have:

• A TITLE describes the relationship between the variables (How the Y axis relates to the X axis, your independent variable). It may also include a further description related to various data sets. The title should be centered on the page above the graph (above highest value of y-axis).

• A DESCRIPTOR is included at the bottom of your figure.  The descriptor should provide a quick description of the experimental data which is shown.  The descriptor should allow the data represented to stand on its own.  That is, by simply looking at your figure, your reader should have fairly good idea of what is being represented.

• A LEGEND should only be used on a graph if it represents more than one set of data. If included, it should be boxed above any data or curve.

• AXES should be clearly labeled for the variable* that they represent, NOT X or Y.   The X axis always represents the independent/ experimental variable and the Y axis is the dependent variable.  The LABEL, in parenthesis, must have a UNIT that describes the increments along the axis.  It should be written using the following format:  variable (unit).  The increments along an axis must be identical. The use of break marks should be avoided unless ALL of the data for that axis is beyond the break mark.

The TYPE of graph you display should be the most appropriate for the data that you have and what you are trying to convey.

• Line graphs describe a trend and are (generally) smooth curves. Outlying data points (that are statistically insignificant for the data set) should not be included on the curve but should be displayed as an outlying point (they should later be discussed in your error analysis). Most physical science data is best displayed this way.

• Bar graphs show the relationship within and between categories (e.g.  male;female) using instantaneous data points. 

• Pie Graphs show relative amounts, parts of a whole or percent.

KEEP your graphs simple!  Avoid clutter and keep unimportant or irrelevant information from your graph.  Use a font that is plain and clear. Arrange labels so that they can be read without turning the page. Avoid overuse of background color, shadowing and 3-D effects; only use color for emphasis, not to make it ornate.

Discussion/Conclusion: 

1. All data analysis is done in this section. Show calculations and data development so the reader can follow any calculations you have done.

2. Report your results. How do the variables relate to each other? Draw conclusions from your data and be sure to back up your conclusions with evidence from your data. How does the error in your experiment affect your ability to draw conclusions? Talk about the error that occurred and be precise as to what data is affected by this error and therefore may be misleading.

3. Compare your results to the purpose of this lab. Be sure to not draw conclusions if error is too big a factor in your data. Be true to your data.

4. Compare your results to what theory predicts.

5. How can the lab be improved? Can experimental error be reduced? Can the experiment be done differently – in a manner that improves your ability to get results? Do your results call for a new experiment? Describe this new experiment.

Don’t skimp. This is the most important section of the lab report. (1-many pages) 

Teachers will record significant errors in:

• Punctuation

• Capitalization

• Spelling

• Readability

• Grammar

The Annotated Bibliography

An annotated bibliography is a list of books, articles, online sources and audio-visual media on a particular topic. Preparing an annotated bibliography is an excellent way to become acquainted with the literature of a specific subject.  This kind of bibliography includes commentary (an annotation) on each item, including a summary of the source’s contents and some evaluation of the source. The evaluation is usually a description of how the item connects with your research paper, but it also identifies bias when you see it. Use full sentences but be concise. The commentary may be written in the first person.

When writing the bibliography citation, be sure to use the acceptable format for each source.

Annotated Bibliography Guidelines

Listed below are nine generic questions you should consider for each source. Generally, when doing this assignment you are to seek answers from within the source itself. When commenting on the source, you are encouraged to draw upon your own knowledge and experiences.

1. Author.  Who is the author? Occupation, position, education, experience, etc? Is the author qualified (or not) to write the article? What are the author’s credentials?

2. Purpose. What is the purpose for writing the article/book or doing the research? Is the purpose implied or specifically stated? Does the author’s have a message? How is the source organized?

3. Intended Audience. Intended for the general public, for scholars, students, policy makers, teachers, professionals, etc?  Is this reflected in the author’s writing style, subject matter or vocabulary?  

4. Author Bias. Does the author have a bias or make assumptions to prove his/her point? What are they?

5. Information Source. What method was used to obtain the data for the article? Is the article based on opinion, experience, interviews, research, questionnaires, laboratory experiments, etc?

6. Conclusion.  What conclusions does the author draw?  Are the conclusions stated clearly or implied?

7. Conclusion Justification.  Are the conclusions justified from the research or experience?  Are the conclusions in sync with the authors original arguments and supported by data, etc?  Are the conclusions biased?

8. Relationship to Other Works. How does this article/book compare with other works? Does it expand your subject? Is it in agreement with other sources or in conflict with them? Are there any opinions not covered in your sources? Is the evidence balanced or weighted in favor of a particular point-of-view?

9. Significant Attachments. Are there helpful appendices such as charts, graphs, maps, bibliographies, photos, documents, etc? If not, should there be?

Paragraph Writing

What is a paragraph?

A paragraph is a group of well-organized sentences written about one topic or idea.  There are four main types of paragraphs:

1. Descriptive – A descriptive paragraph is written to tell about a person, place, thing or idea in a way that helps the reader picture it in his or her mind.  Descriptive paragraphs include powerful adjectives that tell how things look, feel, sound, and even taste.  

2. Narrative – A narrative paragraph is like a very short story that describes an event or experience in a way that draws the readers in and keeps them wondering about how things turn out.

3. Persuasive – A persuasive paragraph is written to share an opinion and to convince others to act or think a certain way.  Persuasive paragraphs contain facts and examples to support the opinion.

4. Expository—An expository paragraph is written to provide information about a topic or to explain how something is done. Expository paragraphs often use transition words such as first, second, and then to guide the readers and help them understand.

What do I need to think about as I’m writing a paragraph?

There are four major things to think about as your writing a paragraph:

1. Topic – What or who am I writing about?

2. Purpose – Why am I writing about this?  What is my point?

3. Audience – Who will be reading this?  How will that affect how I write?

4. Form – What type of paragraph will work best for my topic, purpose, and audience?

Modified from:  “Aboriginal Studies Tool #16 – Paragraph Writing.”  Aboriginal Studies 10-20-30 Guide to  Implementation.  Alberta, Canada:  Alberta Learning, 2003. 74. Print. 

Paragraph Writing, Example #1, Social Studies

Significant Empire

I believe the Gupta Empire was more successful than the Han Empire.  The Gupta Empire had many accomplishments in astronomy, mathematics, and art, while the Han Empire had accomplishments in expanding/conquering, setting up Confucian schools and inventing paper.  The Indian astronomers found out that the world is round and how to use star navigation when at sea. A lot of poetry and drama was produced in Gupta India.  Knowledge of mathematics increased when they came up with zero and the decimal system.  These topics are used world wide today and are significant to our everyday lives.  The Han Empire developed Confucian schools, but are they popular all around the world?  The most success came from the Gupta Empire.  To have the most success, is to be able to give more success to others. This is what the Gupta Empire accomplished. 

Paragraph Writing, Example #2, Social Studies

Trade In India

Trade in Ancient India had the most lasting impact on our world today.  When India began to trade, many significant things were learned and passed on.  For example, the Indians adopted the seven-week calendar and divided days into hours.  This is important because today our world revolves around time:  days, hours, weeks, months, etc.  Through trade, the idea of banks and loans was born. The traders had to pay high interest when traveling across seas because of high risk and inexperience of sea trade.  Once bankers noticed sea trade wasn’t so dangerous, the interest decreased.  Today, banks and loans are an important part of our economy that allow us to buy highly expensive items and pay them off gradually.  Without this, many people today would be without a car, house, etc.  We would have to spend many years saving up.  Overall, trade influenced many cultures with new ways of life.  Even today, trade in Ancient India continues to affect us.

Paragraph Writing, Example #3, Social Studies

Killing Children with Abnormalities: A Comparison Between Rome and the U.S.

If you were born with a mental disease, would you be killed? Unlike in Rome, where everyone had to be perfect, if you are born in the United States and have a mental disability, you can get help for it from the time you are born until the time you die.  The 12 Tables of Rome was the basic law of the Republic, and table 4 said, “A dreadfully deformed child shall be quickly killed.”  It is clear from this that Romans didn’t like children who had problems.  This was probably because they cost a lot of money.  Unlike in Rome, in the U.S. special programs have been formed to help these people with their disabilities.  One of these programs is called Strive, or Strive U.  It’s like a university for people with mental disabilities. “Strive” stands for: Socialization, Transition, Reflection, Innovation, Vocation, and Education.  There, they can take four different programs.  Some, like “community Living”, teach them how to live in an apartment with a roommate.  “Employment” teaches them how to take and work a job.  They then take “Post-Secondary Education”, and finally “transition”, making the transition to work. Many other organizations exist like this one to help and make sure that these people with special needs can fit in with everyone else.  All this and more exists for many children and adults with disabilities such as the ones listed here.  These days, they are a lot safer in the world than they would have been in Roman times.