I'm guessing this is for a school paper?
I corrected some grammar and spelling. I'll give some explanations below the composition:
Quote:
The Body of "Kendo" consists of a variety of old school styles of Japanese swordplay. The native swordplay of Japan is called "Kenjyutu" in Japan.
The origin of "Kenjyutu" dates back to ancient times. It is believed to have originated about the first century B.C. However, we don't call it Kenjyutsu because it was not formed as a system of combative skills. Moreover, people used swords which were made of bronze. In the seventh century B.C., a sword made from Iron was introduced to Japan from China. This new design swept through Japan during the eighth century.
The first stage of development was during Heian period (approximately from the eighth to twelfth centuries). At this time, people formed the "Bushi" group–a class of professional combatants–because the goverment didn't accept fomal forces and police power in capital city.
That is to say, people in rural areas were forced to form groups of people with fighting skills in order to defend themselves.
The blade that came from China had gradually changed into a sword of Japanese style, the "Nihontou", during this time (Japanese swords became double-handed style in Heian period.).
The secondary stage is in Sengoku period (approximately from 1467 or 1493 to 1573). Japanese swords were not major weapon in war, yet. The reason for this was that one can't chop the enemy with armor. The weapons of choice were weapons which were effective against armour–long swords, spears, and staves.
It's said that the lords among many parts hier "sumo wrestler" to form group with huge sword or rod.(?)
One can't chop the enemy with solid armor, so they instead aim to stab or cut at gaps at the armor's joints. This is why "Bushi" often grappled with enemy, which is where "Jyujyutsu", the precursor of "Jyudo", comes from.
The third stage is in the Edo period.(approxiamtely from 1600 or 1603 to 1867). The above "kenjyutu" form is much different from that of Edo period. The various schools that developed during the Edo period assumed a situation in which one would have to battle against an enemy without armor. Light clothes allowed for new, highly skilled techniques that could not be performed with the weight and lesser mobility of a suit of armour.
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A lot of word changes were nuance related ("can't" to "don't" in "But we can't call it Kenjyutsu"). Those ones you'll have to really study to figure out why you would use one and not the other when either is correct.
In that same sentence, you used "but" and I changed it to "however". This is because in English, especially during a formal composition, it is grammatically incorrect to begin a sentence with a conjunction. However, the word "however", while it means almost the same thing as "but", is not considered a conjunction and therefore safe to begin a sentence with.
Scan through the edit and the original for all the places that I added "the". In Japanese, you don't really use a lot of articles. In English, they're very important. You use them almost every time you refer to a certain object ("THE Edo Period" "THE art of Kendo" etc).
You'll also notice I combined a couple of sentences. Where you ended the sentence with a period, I combined it with the next sentence by using the dash (two hyphens in most word processors: -- ) or with a comma and a conjunction (such as "and").
Finally, a big change I made was trying to discern where your paragraphs end and begin. I don't know how this is done in Japanese yet, but in English, you indent the beginning of every paragraph (the Tab key or about five presses of the space bar). Depending on your desired format and type of composition, you can either leave a blank line between paragraphs or not. Typically, you do not except for a major change in topic. It was a little hard to tell where your paragraphs were, though. Traditionally, a paragraph in a composition like this has the topic in the first sentence (what you're going to say and why), supporting details in the next few sentences, and a closing--usually one sentence long--that essentially restates the topic sentence.
Over all, good job! I'd be happy to help with any others!