By looking for patterns of errors in the research papers of Asian students, educators can uncover pedagogical strategies to help students avoid repeating such errors. While a good deal of research has identified a number of sentence-level problems which are typical of Asian students writing in English, little attempt has been made to consider the specific problems which a long research paper presents. Of these problems, Asian students have the most difficulty integrating sources from research and developing transition, unity, and cohesion. These problems stem not necessarily from different thought patterns or primary language interference, but from the challenge of dealing with two different rhetorical systems. Asian students also tend to over-rely on formulas and patterns by mimicking models or sample papers. Another problem, blatant plagiarism, may be related to an Oriental emphasis on memorization and an inability or unwillingness to paraphrase. Asian students also often have difficulty with research as a process. Generally, these errors seem due to different educational and rhetorical backgrounds, so that the most effective pedagogy will not dismiss their previous training, but integrate it and build on it. (Fifteen references are attached.) (HB)