As for my next trick. . . Brush Strokes in my Research Paper draft!

Here are two paragraphs I copied and pasted from my research paper draft with identified Brush Strokes I learned in class. . . I hope I identified and labeled them correctly.

Schooling, an immensely important factor in American society, brings, to those who seek it, knowledge to further enhance their lives. (Appositive) Teachers are the individuals gifting students with information that will bring them success. Those who are or are becoming teachers are introduced to a diverse multitude of students. Since no two students are alike in experiences, biases, cultures, languages or learning styles it becomes the responsibility of the teacher to honor each student’s differences. I decided that I want to work in my home town's high school, Wenatchee High, a large and energetic community of students, which is heavily populated with the Mexican-Hispanic population. (Absolute) Students coming from Hispanic backgrounds are either a second generation or a generation 1.5 individual. Most students identify themselves as Chicano/as. Researching the Chicano language is beneficial to my exploring and understanding of grammatical differences and the social implications between the language and English, which in turn I will use the information to value students’ languages in the classroom.

Chicanos, lively and unique, are individuals who are born in the United States but come from a Mexican culture background. (Adjectives out-of-order) There are two basic generations; second generation and generation 1.5. Second generation individuals know little to no Spanish which in turn makes English their primary spoken, written, and understood language. Second generation Chicanos are believed to have been influenced to lose their native language, at school and other public locations, to learn English. Other persons manage to learn the “cash language” and still are able to retain Spanish: they are known today as generation 1.5. Schooling is a legitimate factor in the diminishing Spanish language among Chicano students. But what can be done to honor students’ languages at the same time teach them Edited American English?     

end of draft piece

I am still having trouble as to how to focus my paper on answering the question, "How do you value students' home languages in the classroom?". I plan on first describing the grammatical differences and social implications between Chicano English and Edited American English. I also plan on focusing on high school students who are learning Edited American English and speak and write Spanish. The teaching aspect is important in my research so I want to explore schools that have classes taught in both Spanish and English (elementary schools in Wenatchee) and schools, more specifically kinds of teachers, that either respect the Spanish language or frown upon the language being spoken in a school setting. I feel like my ideas for the paper are going in all different directions and I need help narrowing ideas down. But do I need to narrow down and specify some more or are my ideas neccesary to my research, thus having them included?