Writing 1002 Grammar and Editing Practice for Test 2: Revision and editing

Test 2 Practice Paragraph

Edit this paragraph to eliminate sentence fragments, comma splices, run-on sentences, subject-verb (dis)agreement errors, verb tense and verb form errors, and word form errors. If you notice citation errors, make sure you circle them or edit them.

According to Al Hoorie (2017), writing research has show that instructors needs to motivate students to help them become more deeply engaged in academic tasks. It was important to understand the nature of motivation. Psychologists have noted that there is at least four different types of motivation. The first type is intrinsic motivation. Which encourage a person to do something because they find it interested and enjoyable for its own sake. Researchers Boo et al. (2015) found that a key motivator in learning a new language is the image of the ‘ideal speaker’ in the learner’s head or the person s/he wants to be. The second type, extrinsic motivation comes into play when a person respond to an incentive like money or a bonus mark. Students who respond to intrinsic motivation usually make rapidly progress, students who responded to extrinsic motivation are less likely to consolidate their learning. A third type is integrative motivation. When a person seek the reward of include in a group or community if they do something. R.C. Gardner (2012) told that learners found it easier to learn a new language when they liked the people who spoke it, and want to associate with them. Finally, instrumental motivation occur when a person does something in order to achieve a goal (like graduate, a job, further study, etc.). Dornyei et al. (2016) found that long-term goals is a key motivate factor for many language learners.

CORRECTIONS (highlighted and bolded):

According to Al Hoorie (2017), writing research has shown that instructors need to motivate students to help them become more deeply engaged in academic tasks. It is important to understand the nature of motivation. Psychologists have noted that there are at least four different types of motivation. The first type is intrinsic motivation, which encourages a person to do something because they find it interesting and enjoyable for its own sake. Researchers Boo et al. (2015) found that a key motivator in learning a new language is the image of the ‘ideal speaker’ in the learner’s head or the person s/he wants to be. The second type, extrinsic motivation comes into play when a person responds to an incentive like money or a bonus mark. Students who respond to intrinsic motivation usually make rapid progress; students who respond to extrinsic motivation are less likely to consolidate their learning. A third type is integrative motivation, when a person seeks the reward of inclusion in a group or community if they do something. R.C. Gardner (2012) told that learners found it easier to learn a new language when they liked the people who spoke it, and wanted to associate with them. Finally, instrumental motivation occurs when a person does something in order to achieve a goal (like graduate, a job, further study, etc.). Dornyei et al. (2016) found that long-term goals are a key motivating factor for many language learners.