Model Paper
Running Head: ACCELERATION PROGRAMS FOR GIFTED CHILDREN
Name
Program Model Paper
EDUC 620
Comment [A1]: Hello! My name is Stacy, and I will be providing feedback on your paper today. Please remember that I will not edit your paper for you. Instead, I will provide suggestions and resources for revision. I will adhere to the 6th edition of the APA manual when there are suggestions for formatting revisions. You may see the comment, “please apply throughout.” When you see this phrase, it means that I have marked only one instance of an issue that is likely occurring somewhere else within your work; you are able to decide how and when to revise these issues. I am not permitted to continuously comment on the same error, so please make sure to thoroughly go through your paper again to correct any patterns of error that may be present. I will point out some of these errors with a highlight, so that you can see where you are likely to continue the same pattern of error. I will not, however, highlight each instance. I will make notes of strengths and weaknesses throughout your paper. The goal of tutoring is to help you become a better writer.
Comment [A2]: Please format your running head correctly. APA format requires a running head on the first line of the title page, at least one-half inch below the top of the page. Use the “Header” feature of your word processor to type “Running head: abbreviated title of paper” at the left margin. The page number is flush right. On subsequent pages, omit the label “Running head:”. The title is to be ALL CAPS. Use normal style and a standard Times New Roman font size 12 (APA 2.01, APA 8.03). Apply throughout.
Comment [A3]: APA title page elements are to be centered and double-spaced in the upper half of the title page (APA 2.01). They should include the paper’s title (not more than 12 words), the author’s name, and the name of the institution (APA 2.02). They should be normal style and a standard Times New Roman font size 12 black color (APA 8.03).
ACCELERATION PROGRAMS FOR GIFTED CHILDREN 2
What does it mean to be gifted? According to the National Association for Gifted
Children, gifted individuals are those who demonstrate outstanding levels of aptitude or
competence in one or more domains (Silverman, 2013, p. 23). While competence refers to
documented achievement or performance in the top 10%, aptitude entails an exceptional ability
to learn and reason. An early distinction needs to be made between the terms giftedness and
talent since many people interchangeably use these terms. Simonton (2005) similarly observes
that the dictionary definitions of giftedness and talent suggest synonymy between the two terms.
Both talent and giftedness, whatever their proper semantic significance, suggest a number of
things; the innateness of the extraordinary abilities and coherence in a single ability rather than a
collection of skills (Simonton, 2005, p. 312). Sarah Herbert (2012) notes that a talented child
does not necessarily translate to a gifted child, and even though a child may lack any visible
talent, but they should not be assumed to lack giftedness (p. 5). What is clear, however, is that
both gifted and talented children need to be identified early and helped in achieving their full
potential.
Hence the reason for the conception and development of various programs aimed at
assisting gifted children in reaching their full potential. The problem with current pedagogical
methods is that they often fail to address the needs of gifted children due to pressure on resources
or inadequate identification. Therefore, many gifted children often lack the adequate support and
resources required to nurture their gift fully. Gifted children in unsupportive environments also
face a whole array of social problems since their gifts naturally make them stand out amongst
their peers, something that can lead to rejection, alienation and a host of other psycho-social
problems.
Comment [A4]: The title belongs at the top of the first page of the body at the one-inch margin, centered, with headline style capitalization. Use normal style and a standard Times New Roman font size 12. Two lines below the title, the double-spaced paper begins (APA 2.05, 8.03).
Comment [A5]: Asking (rhetorical) questions should be avoided in formal academic writing. Instead, they should be reworded into declarative statements. For example, instead of “Why did the Romans support Herod the Great?” the correct alternative would be “This paper will examine why the Romans supported Herod the Great.” OR “Roman support for Herod the Great will be discussed.” OR “The Roman support of Herod the Great is inexplicable.” Apply throughout.
Comment [A6]: Be consistent with the amount of space you leave between words. Use one space between words. Apply throughout.
Comment [A7]: Page or paragraph numbers are only included in your citations if you are directly quoting material. Apply throughout.
Comment [A8]: Unless in a mathematical or scientific context, avoid using symbols as abbreviations for words. For example, use ... [1] Comment [A9]: Great citation formatting!
Comment [A10]: Improper punctuation. A semicolon is used to separate two independent elements not connected with a conjunction; you do not have two independent elements ... [2] Comment [A11]: Wordiness. You have used more words here than necessary to make your point. Graduate level writing is to be clear and concise. ... [3] Comment [A12]: You are missing a clear introductory paragraph and thesis statement. It seems like you jumped right in to the body of your work. The introduction ... [4] Comment [A13R12]: A thesis statement is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay ... [5] Comment [A14]: Use headings to divide and subdivide the paper into logical, and sometimes sequential, sections. When a section of text is ... [6] Comment [A15]: A word like “hence” suggests that you are continuing the previous thought with an extension. Avoid beginning a paragraph with a conjunction that ... [7] Comment [A16]: You must use evidence (citations) any time you make a claim that is not based on ... [8] Comment [A17]: A run-on sentence is a sentence that joins two (or more) independent clauses ... [9]
ACCELERATION PROGRAMS FOR GIFTED CHILDREN 3
Acceleration is one of the methods suggested to aid gifted children through their studies.
Acceleration seeks to increase the engagement of gifted students with their studies by allowing
gifted learners to move through the curriculum at a faster pace than typical. The acceleration
model applied in this paper was developed by Lewis Terman, a pedagogical researcher involved
in the creation of the Stanford-Binet test, a widely used IQ test. He developed this test by making
improvements to the earlier Binet-simon scales. The model employs multiple forms of
acceleration for example, early entrance to college or kindergarten, grade-skipping, subject-
based acceleration, or dual-credit courses such as International Baccalaureate and Advanced
Placement programs. The main aim of acceleration is to match the ability, motivation, and
readiness of the student with the commensurate complexity and level of curriculum.
The school which I believe would be best served by the Acceleration Model is the Piney
Woods Country Life School, a high school in rural Mississippi, and the largest of only four
historically African-American boarding schools. Essentially, the acceleration model would befit
practically any school since gifted children are not limited to any locale or region. However, the
inherent nature of the Acceleration Model to assist often-overlooked students resonates with the
purpose and function of the Piney Woods School. The vision of Dr. Laurence Jones and his wife
to teach the children of freed slaves agriculture and reading led to the birth of the school in 1909,
in what many consider the heartland of White-supremacist America. The South was highly
segregated during that era, and Dr. Jones had to endure poverty, hunger, and a cacophony of
lynching threats to begin the school.
The school has come a long way since then and is now credited for having a 97%
graduation rate. This graduation rate is quite high considering that African-Americans generally
have a graduation rate of 47%, as compared to 785 for white males (Storer, Mienko, Chang, &
Comment [A18]: A proper noun and any derivative adjectives are always capitalized; however, the preceding article is not. For example, capitalize “the Empire State Building.” There are many helpful worksheets on the OWC website at: http://www.liberty.edu/academics/graduate/wri ting/index.cfm?PID=12268 Apply throughout.
Comment [A19]: Directly copying another’s work without giving proper credit is plagiarism. Summarizing or paraphrasing another’s ideas without acknowledgement is also plagiarism. Liberty’s policy on plagiarism is found in the Liberty Way, Liberty’s Honor Code, which can be found here: https://www.liberty.edu/index.cfm?PID=1417 There is also a helpful presentation on plagiarism on the OWC website at: http://www.liberty.edu/media/1171/Writing_Wit h_Integrity.pdf
Comment [A20]: A non-proper or common noun is not capitalized (and any associated modifiers) unless required by a specific rule of English grammar. Apply throughout Please keep in mind that names of theories, diagnoses, and illnesses are not considered proper nouns and should not be capitalized unless the begin a sentence or they contain someone’s name, like Alzheimer’s disease. Names of theories, like cognitive behavioral theory, are not capitalized. Breast cancer, in this case, is capitalized only because it begins a sentence. Apply throughout. ... [10] Comment [A21]: A comma is not used to separate two items in a list or series. For example, instead of “Barb wanted broccoli, and sweet potatoes for dinner,” the correct alternative would be “Barb wanted broccoli and sweet potatoes for dinner.” Apply throughout.
Comment [A22]: Avoid using abbreviations in the text of formal academic writing. They give the writing an informal or technical tone. For example, instead of “TV,” “television” is used. Instead of “K9,” “canine” is used. Instead of “IN,” “Indiana” is used. Instead of “Dec.,” “December” is used. Instead of “vs.,” “versus” is used. Apply throughout. Comment [A23]: Consider clarifying here. It appears that you are attempting to compare graduation rates, but there is not a type of measurement provided.
Comment [A24]: When looking at ethnicities and race, maintain consistency with capitalization. Apply throughout
ACCELERATION PROGRAMS FOR GIFTED CHILDREN 4
Kang, 2012). A significant population of the school is drawn from the state of Mississippi while
the rest of the student body is drawn from 20 other states while a handful are foreign students
from regions such as the Caribbean and Africa. All the students receive financial aid which helps
to offset the $23,000 annual cost of attending the school. This means that not only does the
school cater to a typically underserved and neglected minority population, but it also caters to
those from the lowest socio-economic classes. Socio-economic and race-related factors are some
of the biggest determinants of the quality of education received by children through various
levels of learning. Therefore, while race may be a huge determinant of educational outcomes, it
appears that the extent to which race affects such outcomes depends on socio-economic class,
and vice versa (Skiba, et al., 2011).
Therefore, gifted children from racial minorities, poor socio-economic backgrounds and
rural areas are most likely to be ignored and underserved by the school. Tucker, Dixon, and
Griddine (2010) note that African-American students are typically overrepresented in special
education and underrepresented in talented and gifted education programs. The reason for this is
that such students are often viewed as problem students rather than those with potential for
greatness. This is the reason why I believe the Piney Woods School would greatly benefit from
the Acceleration Model. The acceleration model was created for the very purpose of identifying
and helping gifted students cope through school and attain their maximum gifted potential. Lack
of such, or similar programs would essentially deny such students with the chance of making the
most of their gifts. This phenomenon is in a way related to the experience of African-Americans
within the public school system in America, which typically undermines them and their ability to
succeed. Most African-American students within the public education system across the country
Comment [A25]: Great citation formatting!
Comment [A26]: Please format correctly. When citing a work by six or more authors, use only the first authors’ last name. Replace all but the first author’s last name with “et al.” (APA 6.12). Apply throughout. Example: (Jones et al., 2010).
Comment [A27]: A comma is used before the conjunction preceding the last item to give all items in the list or series of three or more items equal importance. For example, instead of “In the baseball game, Sue got a walk, made a hit and scored a run,” the correct alternative would be “In the baseball game, Sue got a walk, made a hit, and scored a run.” Apply throughout. https://www.liberty.edu/media/1171/Comma_Usage_serie s.doc
Comment [A28]: Commas are used to separate a non-restrictive element. For example, instead of “James Bill’s father went into the garage.” Use “James, Bill’s father, went into the garage.” The reader does not need to know that James is Bill’s father to know the basic meaning of the sentence: James went into the garage. A nonrestrictive element - one that is not essential to the basic meaning of the sentence - could be removed and the sentence would still make sense. Use commas to set off any nonrestrictive parts of a sentence. Apply throughout.
Comment [A29]: Hyphenate compound adjectives. For example, instead of “He was self motivated,” the correct alternative would be “He was self-motivated.” Apply throughout.
ACCELERATION PROGRAMS FOR GIFTED CHILDREN 5
experience greater learning challenges than their white counterparts, a factor that largely impedes
satisfactory educational outcomes.
On the other hand, gifted students may also experience a significant level of neglect and
problems within the public education system. As Linda Silvermann (2013) notes, a gifted mind
may not be well-received in the classroom. Our society is full of anti-intellectualism which takes
a toll on the brightest and most gifted within society. Gifted children may be made to feel flawed
by their peers and may earn unsavory tags such as “nerd”, “Brainiac”, “geek”, and other terms
meant to belittle and mock them. Therefore, gifted children more often than not need to be
recognized and be guided by professionals alert to the issues of giftedness.
Undoubtedly, the Acceleration Model has some drawbacks. In the first place, not all
gifted students will have the maturity, independence, and social stamina required to engage in
various acceleration models, for example, grade-skipping. Such acceleration models may prove
heavy for the child, particularly on the social aspect. However, studies have revealed that almost
all forms of acceleration have positive outcomes for the students involved (Plucker & Callahan,
2014). The reason for this effectiveness may be due to the discomfort and boredom felt by the
gifted child in learning with his agemates, a situation which swiftly changes once the learner
becomes engaged and excited about their studies once more. Ironically, acceleration models such
as International Baccalaureate (IB) and Advanced Placement (AP) programs, which have
minimal impact on grade acceleration, have been associated with the lowest levels of
effectiveness. Research revealed that even though gifted students find the AP and IB courses to
be better than their normal curriculum, the classes still failed to meet a certain threshold of
engagement (Hertberg-Davis & Callahan, 2014, p. 51). Therefore, the AP and IB courses could
be improved by curriculum enrichment and enhanced teacher training.
Comment [A30]: Periods and commas should always go inside quotation marks. For example: "Write like this," she said. Question marks, semicolons, and exclamation points can go inside or outside the quotation marks, depending on whether they are part of the material being quoted. Apply throughout.
Comment [A31]: It is preferable to use a semicolon before introductory words such as namely, however, therefore, that is, i.e., for example, e.g., or for instance when they introduce a complete sentence. It is also preferable to use a comma after the introductory word. For example, “You will want to bring many backpacking items; for example, sleeping bags, pans, and warm clothing will make the trip better.” Apply throughout.
Comment [A32]: This is appropriately capitalized because it is the name of a specific type of acceleration model. Good job!
Comment [A33]: Great introduction of an acronym!
ACCELERATION PROGRAMS FOR GIFTED CHILDREN 6
In conclusion, it is apparent that to be gifted and Black or poor or gay or dyslexic or any
combination compounds the risk of being marginalized. Therefore, gifted children nurtured
within an African-American context may find it harder than most to be fully engaged in their
studies. Programs that target gifted children would thus be welcome in such ethnic-minority
environments as they would make a larger impact on the individual students there than in other
locations. Hence the proposal for the Piney Woods School to adopt the Acceleration Model for
its gifted students. The social concern for the marginalized and neglected in society is
demonstrated in the Bible where it says: “Speak up for those who cannot speak up for
themselves, for the rights of all who are destitute. Speak up and defend the rights of the poor and
needy” (Proverbs 31: 8-9, New international Version).
Comment [A34]: Three or more items in a list or series are separated with commas (unless the items in the list are long or complex). For example, instead of “Barb wanted fish broccoli and sweet potatoes for dinner,” the correct alternative would be “Barb wanted fish, broccoli, and sweet potatoes for dinner.” Apply throughout.
Comment [A35]: A colon will not be used to introduce a direct quote that comes after a dependent clause. A colon is used to introduce a direct quotation when what precedes the quotation is a complete sentence, however. Apply throughout. In this case, the sentence preceding the quotation is not a complete sentence without the quote.
ACCELERATION PROGRAMS FOR GIFTED CHILDREN 7
References
Hertberg-Davis, H. L., & Callahan, C. M. (2014). Advanced Placement and International
Baccalaureate programs. In J. A. Plucker, & C. M. Callahan (Eds.), Critical Issues in
gifted Education (Second ed., p. 47). Waco, Texas: Prufrock Press.
Plucker, J. A., & Callahan, C. M. (2014). Research on giftedness and gifted education: Status of
the field and considerations for the future. Exceptional Children, 80(4), 390. Retrieved
from
https://www.researchgate.net/profile/Jonathan_Plucker/publication/268522910_Research
_on_Giftedness_and_Gifted_Education_Status_of_the_Field_and_Considerations_for_th
e_Future/links/546fa0910cf24af340c0926c.pdf
Robbins, S. H. (2012). The Everything Parent's Guide to Raising a Gifted Child: All You Need to
know to meet your child's emotional, social, and academic needs. Avon, Massachusetts:
Adams Media.
Silverman, L. K. (2013). Giftedness 101. New York: Springer.
Simonton, D. K. (2005). Genetics of Giftedness. In R. J. Sternberg, & J. E. Davidson (Eds.),
Conceptions of Giftedness (Second ed., p. 312). New York: Cambridge University Press.
Skiba, R. J., Horer, R. H., Chung, C.-G., Rausch, K., May, S. L., & Tobin, T. (2011). Race is not
neutral: A national investigation of African American and Latino disproportionality in
school discipline. School Psychology Review, 40(1), 85. Retrieved from
https://www.researchgate.net/profile/Tary_Tobin/publication/267716989_Race_Is_Not_
Neutral_A_National_Investigation_of_African_American_and_Latino_Disproportionalit
Comment [A36]: This type of hyperlink is not used for retrieval information for this type of reference. For citing electronic resources, use the Digital Object Identifier (DOI) if available. When the DOI is used, no further retrieval information, like the URL, is needed. If no DOI has been assigned, then URL information must be provided (APA 6.32). For example: Brownlie, D. (2007). Toward effective poster presentations: An annotated bibliography. European Journal of Marketing, 41, 1245-1283. doi:10.1108/03090560710821161 Apply throughout. APA 7.01 states if there is no DOI assigned to a journal article and the reference was retrieved online, give the URL of the journal home page. Apply throughout.
ACCELERATION PROGRAMS FOR GIFTED CHILDREN 8
y_in_School_Discipline/links/54bd62d60cf218d4a16a279f/Race-Is-Not-Neutral-A-
National-Investi
Storer, H. L., Mienko, J. A., Chang, Y.-L., & Kang, J. y. (2012). Moving beyond dichotomies:
How the intersection of race, class and place impacts high school graduation rates for
African American studies. Journal of Sociology and Social Welfare, 39, 17. Retrieved
from
https://www.researchgate.net/profile/Katie_Schultz/publication/265885260_Moving_Bey
ond_Dichotomies_How_the_Intersection_of_Race_Class_and_Place_Impacts_High_Sch
ool_Graduation_Rates_for_African_American_Students/links/56140d5308ae4ce3cc6375
d2.pdf
Tucker, C., Dixon, A., & Griddine, K. (2010). Academically Successful African AmericanMale
Urban High School Students' Experiences of Mattering to Others at School. Professional
School Counselling, 14(2), 135. Retrieved from
http://www.professionalschoolcounseling.org/doi/pdf/10.5330/prsc.14.2.k215671rj018g1
34?code=asca-site
Comment [A37]: You have obviously put much time into this paper. Overall, it is a very nice paper. However, you have formatting and grammatical errors that detract from its effectiveness. To help elevate your writing to a graduate level, consider reviewing APA formatting guidelines, as well as the rules for written English grammar. Please refer to the many helpful writing resources on the OWC website at: http://www.liberty.edu/academics/graduate/wri ting/index.cfm?PID=12268 I hope these comments help! Please note that I did NOT point out all the mistakes in your paper. Rather, I highlighted some mistake patterns to help you recognize them; I did not highlight each instance of a mistake or mistake pattern. The purpose of tutoring is to help you recognize problem patterns and rectify them on your own. Please be sure to proofread your paper, so that if you have made more mistakes you find them. Thank you for using the Online Writing Center! It has been a pleasuring serving you. As you revise, look for areas where you may be able to explain more and dig further into your research. Please note that you are only permitted to submit your assignment one time. If you need further assistance on this assignment, please schedule a live appointment or email the Online Writing Center for specific questions. You can also find writing aids and the ability for live chat on the writing center’s website. You will have access to a brief survey regarding your experience using the Online Writing Center. I hope that your experience has been a good one, and that you have learned through the tutoring experience. God bless you, and good luck on all your academic endeavors!
Page 2: [1] Commented Author
Unless in a mathematical or scientific context, avoid using symbols as abbreviations for words. For example, use “and” instead of “&” and “number” instead of “#”. Apply throughout.
Page 2: [2] Commented Author
Improper punctuation. A semicolon is used to separate two independent elements not connected with a conjunction; you do not have two independent elements here. A colon is used to introduce a phrase that serves as an explanation or illustration. For example, instead of “The moment he most feared had arrived, the chemistry final exam!” the correct alternative would be “The moment he most feared had arrived: the Chemistry final exam!” Apply throughout.
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Wordiness. You have used more words here than necessary to make your point. Graduate level writing is to be clear and concise. Consider revising. Apply throughout. Example: Instead of, “The boys must submit all of their paperwork in order to get a good grade” USE “The boys must submit all of their paperwork to get a good grade.
Page 2: [4] Commented Author
You are missing a clear introductory paragraph and thesis statement. It seems like you jumped right in to the body of your work. The introduction serves several important purposes, including creating interest in your topic, stating your thesis, and previewing the content of your paper. Please review the following link to learn about introductions. (http://owl.english.purdue.edu/engagement/index.php?category_id=2&sub_category_id=2 &article_id=58)
According to Purdue’s Online Writing Lab (OWL), The introduction is the broad beginning of the paper that answers three important questions: 1) What is this? 2) Why am I reading it? 3) What do you want me to do? You should answer these questions by doing the following: 1) Set the context – provide general information about the main idea, explaining the situation so the reader can make sense of the topic and the claims you make and support; 2) State why the main idea is important – tell the reader why s/he should care and keep reading. Your goal is to create a compelling, clear, and convincing essay people will want to read and act upon; and 3) State your thesis/claim – compose a sentence or two stating the position you will support with logos (sound reasoning: induction, deduction), pathos (balanced emotional appeal), and ethos (author credibility). For exploratory essays, your primary research question would replace your thesis statement so the audience understands why you began your inquiry. An overview of the types of sources you explored might follow your research question.
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A thesis statement is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be “the end times” or “the person/work of Jesus Christ”; a thesis must then offer a way to understand the argument that the paper is going to make concerning these topics. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation. Please refer to this
link on the OWC for further assistance: http://www.liberty.edu/media/2030/Thesis_Statements_for_Research_Papers.pdf
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Use headings to divide and subdivide the paper into logical, and sometimes sequential, sections. When a section of text is subdivided, there should ordinarily be at least two subsections. APA establishes five potential levels of division for manuscripts, while acknowledging that most writing does not require the use of all five. Level one headings are centered, boldface, with title case (APA 3.02, 3.03). Apply throughout.
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A word like “hence” suggests that you are continuing the previous thought with an extension. Avoid beginning a paragraph with a conjunction that should refer to the previous sentence. For example, “Furthermore, …”, “However, …”, etc. Apply throughout.
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You must use evidence (citations) any time you make a claim that is not based on a well- known fact or common knowledge, not just direct quotations. Apply throughout. Every sentence that contains information that is not ENTIRELY your own words or thoughts needs to contain the citation for the source from which it came. Even if this means citing almost every sentence of a paragraph, it must be done. However, if you paraphrase or summarize the information so that your reader clearly understands which source supplied that information, it is only necessary to cite the source at the beginning. For example, instead of “Smith (2002) noted that APA format was very confusing to use. Smith (2002) also noted that many students failed to understand the use of in-text citations. The overuse of in-text citations also made the material difficult to read (Smith, 2002).” Consider “Smith (2002) noted that APA format was very confusing to use. His study also noted that many students failed to understand the use of in-text citations. He further discovered that the overuse of in-text citations also made the material difficult to read.” Note how much easier it is to read the second example, yet the source of the material is still clear.
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A run-on sentence is a sentence that joins two (or more) independent clauses without punctuation or the appropriate conjunction.
Fixing a run-on sentence can be accomplished in one of five different ways:
• Separate the clauses into separate sentences. • Replace the comma or conjunction with a semi-colon. • Replace the comma or coordinating conjunction with a subordinating conjunction--
after, although, before, unless, as, because, even though, if, since, until, when, while.
• Replace the comma or coordinating conjunction with a semi-colon and transitional word--however, moreover, on the other hand, nevertheless, instead, also, therefore, consequently, otherwise, as a result.
• For severe run-on sentences, combine the previous methods. For example:
• Incorrect: Rachel is very smart, and she began reading when she was three years old, but she always had trouble with math, and her social skills were lacking.
• Incorrect: Rachel is very smart and she began reading when she was three years old but she always had trouble with math and her social skills were lacking.
• Correct: Rachel is very smart. She began reading when she was three years old. She always had trouble with math. Her social skills were lacking.
• Correct: Rachel is very smart, and she began reading when she was three years old. She always had trouble with math, and her social skills were lacking.
• Correct: Rachel is very smart; she began reading when she was three years old. She always had trouble with math; her social skills were lacking.
• Correct: Although Rachel is very smart, she always had trouble with math. Since she began reading when she was three years old, her social skills were lacking.
• Correct: Rachel is very smart; as a result, she began reading when she was three years old. She always had trouble with math; moreover, her social skills were lacking.
• Correct: Because Rachel is very smart, she began reading when she was three years old; however, she always had trouble with math, and her social skills were lacking.
Apply throughout.
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A non-proper or common noun is not capitalized (and any associated modifiers) unless required by a specific rule of English grammar. Apply throughout
Please keep in mind that names of theories, diagnoses, and illnesses are not considered proper nouns and should not be capitalized unless the begin a sentence or they contain someone’s name, like Alzheimer’s disease. Names of theories, like cognitive behavioral theory, are not capitalized. Breast cancer, in this case, is capitalized only because it begins a sentence. Apply throughout.