D#4, HW#2 - Grammar

I thoroughly enjoyed taking the grammar tests on The Owl at Purdue! It was amazing to see how I scored. Using my scores as a guideline I reread certain passages in the Wadsworth handbook (Part 4) and used The Owl links to better my grammar skills.

After reviewing Chapter 5 I chose two paragraphs to correct. They are listed below with the corrections made. I mainly learned to place commas in the correct places and rearrange words to articulate better.

The controversy surrounding the issue to lower the voting age is whether or not teenagers, over the age of 16, are mature enough to make well informed decisions. They are allowed to drive vehicles at the age of 15; obtain a job at the age of 16, which requires paying taxes; receive permission from parents to get married at the age of 17; and if convicted of a serious crime be tried as an adult in a court of law prior to turning the age of 18. Teenagers with adult responsibilities and expectations are currently not allowed to vote like an adult.

I was scared to vote when I turned 18, because I didn’t know how or what I was supposed to do. Unfortunately, I dropped out of high school two years before I was to graduate. It’s possible I missed the opportunity to receive formal training regarding voting and its processes. I felt awkward in asking my family and friends for fear of being viewed as incompetent. Finally, in my late 20’s, I gained the courage I needed to ask questions. I overcame my fear by realizing numerous people died to ensure I had the freedom and right to vote. If I had learned voting wasn’t as complicated as I thought it was earlier, I could have affected changes regarding important issues throughout my life. This experience has led to my desire to learn what I can about voting and to determine if education reform regarding voting and how it’s taught is needed. My focus has changed from education reform to lowering the voting age. If the voting age limit had been 16, I may have had a different voting experience.