Dale Tracy 1100 assignments (synchronous)
docx
keyboard_arrow_up
School
Baba Farid College Of Engineering & Technology *
*We aren’t endorsed by this school
Course
A01
Subject
English
Date
Nov 24, 2024
Type
docx
Pages
13
Uploaded by welcomecoolpriya
Assignments: Instructions and Rubrics
Discussion forum
15%
0% (diagnostic, Week 1)
11% (one post per week, starting in Week 2, with lowest mark dropped)
4% (at least four times across the semester, respond to another student’s post)
Each week, you should spend approximately one hour reading my prompt, writing and revising your post, and reading your peers’ posts. Each post should be 200-250 words long
. Feel free to respond creatively to the prompt (compose a poem, a dialogue of characters, a drawing attached to your post, etc.)
I will post my prompt early on the Monday of each week (Tuesday if the Monday is a holiday), and you have until the start of our class on Friday (10am PT) to respond. Don’t wait until the last
moment to submit; a technological failure at the last minute will not be excused and will result in
no mark for that week’s forum. In the four weeks you choose to reply to a peer, reply with a post that is 100-150 words long
. In this post, continue or dispute the line of thinking a peer has started by further analyzing detail(s) the peer has chosen, by offering further details that would support or contradict the peer’s point, by adding a new idea or perspective, or by refining a point. The goal is to work collaboratively to
produce knowledge. I have set up Moodle so that you have to post before you can see what your peers wrote
. This way, I can recognize and credit your original contribution even if other students end up saying something similar. (You might have to go out and enter again. If you posted with the five-minute delay turned on, you might have to wait five minutes to see the other posts.) You have the option of subscribing to the forum if you want to receive email notification when someone posts.
Purpose:
To engage in an active, reflective, social, and integrative approach to learning for English 1100. Active learning
means that you are learning by doing something with the principles of academic writing as you learn them. R
eflective learning
means you are thinking carefully and systematically about what you are learning and writing about how it relates to different aspects of
your life; you are sharing and discussing these reflections with others (social learning
) and doing so allows you to make connections between what you are learning and what you already know, and how these things are connected to your broader personal, social, and work life (integrative learning
). Learning objectives:
Understand audience, purpose, and occasion
Analyze and evaluate structure, logic, style, and evidence
Explore and refine ideas through discussion and debate
Think and respond critically to a broad range of texts and cultural products
Apply principles of unity, development, and coherence in writing
Produce clear, grammatical, and logical written work independently
Recognize and correct errors in their own writing
Rubric:
To assess your posts, I will look for
specific engagement with the readings/prompt (i.e., your post has something to say about specific details from the readings and/or my prompt)
engagement demonstrating critical thinking (i.e., your post is valid, accurate, useful, and consistent)
_
productive engagement with peers’ posts (i.e., in the case of your response posts, your post builds on what your peer writes to add further or contrasting ideas)
Check plus = 8-10: always or almost always achieves the above
Check = 7: usually achieves the above
Check minus = 5: sometimes achieves the above Unsatisfactory = 3: usually does not achieve the above Missing = 0: never achieves/attempts the above
Because each individual post is relatively short and low stakes, I will not provide feedback on every post. The first post serves as a writing diagnostic: I will provide you with feedback (in a feedback file that will become available to you through Moodle). I might suggest to you opportunities for more writing practice outside of this course, like the First-Year Writing Labs. At
the end of the course, I will enter your final discussion forum grade in the Moodle gradebook, which will be your average mark across all posts, dropping your lowest mark. If you’d like feedback at any other time, please feel free to ask.
Writer’s autobiography (diagnostic)
: This ungraded post serves as a writing diagnostic that shows me where your writing is at in terms
of clarity, conciseness, and correctness. Please organize your ideas and use complete sentences, use tone and diction suited to the academic audience of your peers and professor, and revise your
work for any errors that you recognize. This post also serves to help me get to know each of you as writers and help you all get to know each other as members of a writing community.
Netiquette tips
:
Do disagree respectfully, credit any sources that you bring in, feel free to use emoticons.
Don’t
type in all caps, assume sarcasm or humour will be obvious to all, include disrespectful comments (whether disparaging a peer’s comments or using derogatory language).
Activities forum
15%
13% (1% per week):
You will complete the assigned activity and post the assigned portion of the activity in the forum.
If you post the activity, you get the mark. 2% (Week 1):
Instead of posting in the forum this week, you will complete the Academic Integrity Module. If you complete the module, you get the mark. Here is the link (it’s also in Moodle in Week One): https://libguides.kpu.ca/academicintegrity/tutorial
The length of the activities will vary each week from one sentence to one paragraph. In some cases, you may be working with an assigned sentence or paragraph rather than composing your own. You should spend approximately 50 minutes doing the activities and seeing what your peers
post.
I will post my prompt early on the Monday of each week (Tuesday if the Monday is a holiday), and you have until the start of our class on Friday (10am PT) to respond. Don’t wait until the last
moment to submit; a technological failure at the last minute will not be excused and will result in
no mark for that week’s forum. Purpose:
To strengthen what you learn each week with active learning and with the models of engagement
that your peers provide. Learning objectives:
Each activity will contribute to the learning objectives for its week.
Summary and reflection assignment
15%
In this assignment you will first summarize and then reflect on Celeste Pedri-Spade’s academic article, “Waasaabikizo: Our pictures are good medicine.” Here is a link through which you can download a pdf of the article (the link is also on Moodle under Assignment Readings): https://jps.library.utoronto.ca/index.php/des/article/view/26230
Read and re-read the article several times, annotating its main ideas for yourself. Then complete the instructions in the following three steps:
Summary
1. The thesis (approx. 10-30 words). What is this article’s core argument? Express this argument in your own words. Be sure to give the title and author’s name in your summary’s first sentence.
2. The main points (approx. 400 words). What are the article’s main points? Summarize these points in your own words, making clear how each point connects to the next. Remember that a summary is neutral. (Note that this assignment does not assess your paragraph structure: without worrying about your paragraphing for this assignment, move logically from one point to the next.)
Reflection
3. The implications (approx. 200 words). How is what you learned from this article and/or doing this assignment relevant to the larger context of what you’ve been studying in this course or other courses? How is what you learned from this article and/or doing this assignment relevant to
your life more broadly? How could you use your understanding of this article or of how to write a summary in your future work? To answer one or more of these questions, you might consider
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
any aspect of the assignment (reading, writing, summarizing, reflecting, revising) and/or any part
of the article (its topic and ideas, structure, organization, use of evidence, writing style). This part
of the assignment should not be neutral because it asks you to consider the article’s implications from your own position. Submit: one Word document through Moodle
Word count: 600-650 words
Format: MLA (12 font; Times New Roman; double spaced; pages numbered; info on top left corner of first page; Works Cited page; in-text citations)
Purpose:
To read a text carefully in order to accurately represent what it says.
To build on careful reading by responding to a text, a skill you will build on further in the next assignment by making an argument about a text. Learning outcomes:
Read, annotate, and summarize a variety of academic and non-academic works
Think and respond critically to a broad range of texts and cultural products
Analyze and evaluate structure, logic, style, and evidence
Produce clear, grammatical, and logical written work independently
Recognize and correct errors in your own writing
Rubric:
10-8
7
6
5
4-0
Thesis and Main Points
Does the summary accurately express the article’s core argument in your own words?
Meets all criteria, perhaps with room for further nuance/finesse Meets most criteria
Meets some criteria
Meets few criteria Misses the mark criteria
Does the summary thoroughly
and accurately express the article’s main points and relationships between them while avoiding unnecessary detail?
Meets all criteria, perhaps with room for further nuance/finesse
Meets most criteria
Meets some criteria
Meets few criteria Misses the mark criteria
Does the summary express the article’s main points in your own words and neutrally?
Meets all criteria, perhaps with room for further nuance/finesse
Meets most criteria
Meets some criteria
Meets few criteria Misses the mark criteria
Implications
Does the reflection compellingly consider how you could use your understanding of
this article and/or the assignment in the larger context of your life and/or what you’ve been studying in this course and/or other courses?
Meets all criteria, perhaps with room for further nuance/finesse
Meets most criteria
Meets some criteria
Meets few criteria Misses the mark criteria
Writing Does this submission use punctuation, sentence structure, and spelling effectively for its purpose and audience?
Does this submission effectively
consider its purpose and audience in terms of concision, clarity, word choice, title, and MLA style and formatting?
Meets all criteria, perhaps with room for further nuance/finesse
Meets most criteria
Meets some criteria
Meets few criteria Misses the mark criteria
Paragraph assignment
15%
Choose one of the two options listed below. For each of the choices, I provide a question and an answer to the question. The answer is the thesis statement for an argumentative essay. You will compose one body paragraph that could appear in an argumentative essay proving the thesis that I provide. Note: You will not be writing the whole essay.
Note: This paragraph’s topic sentence will not reiterate the thesis. This paragraph’s main idea will be one step in the larger argument that would prove the overarching main idea of the thesis.
Note: When you write your own argumentative essay later in this course, you would figure out a thesis statement by going through the process below. That is, doing this process is what leads you
to figure out your argument. This assignment helps you out by giving you a thesis, but walks you
through the process so that you can develop your topic sentence.
Here is the process you should take to figure out how you could prove the thesis and to choose which body paragraph you will compose. Include all steps in one document. 1.
Find and organize evidence: Into a Word document, copy and paste elements from the text, adding your annotations. Move the elements and your annotations around your page into grouped lists. Not all evidence you gather needs to make it into a group, but think about what’s left over to see if it should be included somewhere, perhaps in a new group. Label each group (for example, you might have a group labelled “tears” or one labelled “perceptions of women”). Make groups based on the “what” (ideas), not the “how” (formal or structural elements, which are always part of ideas). That means don’t have a group labelled “metaphors” because the fact that a text has metaphors is only interesting once we say something about what those metaphors are doing (so, you might discuss a metaphor about tears in a paragraph about tears and a metaphor about women in a paragraph about women). In an essay, each selected group would offer a main idea and evidence for one body paragraph.
2.
Select one group and decide what question about the text this group helps you answer. Write down your question. The answer to this question is one step toward completing the bigger answer of the thesis. In an essay, each paragraph’s question would lead you to the next paragraph’s question.
3.
Answer the question (200-250 words): Compose one paragraph to answer the question you have developed. Use evidence from your selected group; choose judiciously which evidence will serve you best in answering your question. Each paragraph will have:
topic sentence (the answer to your question)
evidence (quotations/specific reference to textual details)
analysis
concluding sentence
Note: I will only grade step 3, but submissions that do not include steps 1 and 2 will receive a 5% penalty.
You have a choice between two entries from Sabrina Orah Mark’s column, Happily
. In this column, Mark thinks with fairy tales to explore issues like motherhood, writing, race, and illness.
A column is a recurring piece in a larger publication (like a newspaper, magazine, or website). The links to the two entries are available below and also on Moodle under Assignment Readings.
Choice One:
“The Silence of Witches”
https://www.theparisreview.org/blog/2019/12/10/the-silence-of-witches/#more-141381
Q: How does Sabrina Orah Mark understand silence in this text?
A: For Sabrina Orah Mark, silence is more dangerous than speaking or writing, even though speaking or writing may also cause harm.
Choice Two:
“The Currency of Tears”
https://www.theparisreview.org/blog/2019/09/09/the-currency-of-tears/#more-139355
Q: How does Sabrina Orah Mark understand sadness in this text?
A: For Sabrina Orah Mark, sadness is difficult because it involves two opposite needs: the need “to hold everything in” and also the need to “let it all go.” Submit: one Word document through Moodle
Word count: 200-250 words + ungraded components
Format: MLA (12 font; Times New Roman; double spaced; pages numbered; info on top left corner of first page; in-text citations)
Purpose:
To develop the skills of analysis and paragraphing before adding to these skills in the next two assignments for which you will research and compose an argumentative essay.
Learning objectives:
• Think and respond critically to a broad range of texts and cultural products • Engage in a writing process that includes brainstorming, outlining, drafting, and revising strategies to produce university-level writing • Apply principles of unity, development, and coherence in writing
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
• Produce clear, grammatical, and logical written work independently • Integrate sources effectively into written work using quotation, paraphrase, and summary • Recognize and correct errors in their own writing 10-8
7
6
5
4-0
Topic sentence
Does the paragraph have a debatable and defensible topic sentence that is appropriate and interesting for the larger thesis?
Meets all criteria, perhaps with room for further nuance/finesse
Meets most criteria
Meets some criteria
Meets few criteria Does not engage criteria
Analysis
Does the paragraph fully, clearly, and compellingly work out its analysis of sufficient and well-selected evidence?
Meets all criteria, perhaps with room for further nuance/finesse
Meets most criteria
Meets some criteria
Meets few criteria Does not engage criteria
Does the analysis demonstrate critical thinking (i.e., is valid, accurate, useful, and consistent)?
Meets all criteria, perhaps with room for further nuance/finesse
Meets most criteria
Meets some criteria
Meets few criteria Does not engage criteria
Organization
Is the paragraph focused and well organized, with a distinct point that supports the larger thesis? Meets all criteria, perhaps with room for further nuance/finesse
Meets most criteria
Meets some criteria
Meets few criteria Does not engage criteria
Writing Does this submission use punctuation, sentence structure, and spelling effectively for its purpose and audience? Does this submission effectively consider its purpose and audience in terms of concision, clarity, word choice, title, and MLA style and formatting?
Meets all criteria, perhaps with room for further nuance/finesse
Meets most criteria
Meets some criteria
Meets few criteria Does not engage criteria
Annotated bibliography + outline + sample paragraph or Annotated bibliography + full draft + reverse outline 20%
Look ahead to the research essay. This assignment is a first step to completing that one.
Annotated bibliography The annotated bibliography will include three secondary sources. The sources must be peer-
reviewed. You can find peer-reviewed books and articles through the library. Do not use texts from our course reading schedule in the annotated bibliography—this assignment requires you to
find your own sources.
Make an entry for each source with a citation in MLA format. Briefly summarize each source. Additionally, explain how the source pertains to your argument: would you build on it, disagree with it, or take it in a new direction? How? Be specific. Use about 200 words for each summary and about 100 words to explain how the source will contribute to your argument.
Outline + sample paragraph
Option One
Compose an outline that includes 1) your thesis statement and 2) a topic sentence for each body paragraph. Make sure that the topic sentences include meaningful transitions.
Choose one body paragraph to fully develop as a sample paragraph.
Note that in order to write topic sentences with meaningful transitions you will have had to think carefully through the whole argument.
Option Two
Compose a full draft of your essay. Pay special attention to the thesis statement and topic sentences with meaningful transitions because these are the components that I will grade. Identify which body paragraph you want me to take as your sample paragraph for grading. Include a reverse outline: in a numbered list at the end of your draft, sum up in a few words the main idea of each body paragraph. The purpose of the reverse outline is to check the following:
-Are the paragraphs in order?
-Do these paragraphs cover all steps necessary for the argument?
-Do all paragraphs contribute to the thesis?
-Does each paragraph have its own main idea?
-Do all paragraphs prove one main idea all the way through?
Note that I grade the same aspects of the assignment in the two options. You aren’t risking making more mistakes and receiving a lower grade by writing the full draft. The benefit of writing the full draft is that I will be able to provide you with fuller feedback. Submit: one Word document through Moodle
Word count: 900 words + outline/paragraph or full draft/reverse outline
Format: MLA (12 font; Times New Roman; double spaced; pages numbered; info on top left corner of first page; in-text citations)
Purpose:
To plan the essay’s structure and sources in advance of the next assignment so as to engage in writing as a process and to practice strategies of revision.
Learning objectives:
• Read, annotate, and summarize a variety of academic and non-academic works • Understand audience, purpose, and occasion • Analyze and evaluate structure, logic, style, and evidence • Explore and refine ideas through discussion and debate • Think and respond critically to a broad range of texts and cultural products
• Engage in a writing process that includes brainstorming, outlining, drafting, and revising strategies to produce university-level writing • Apply principles of unity, development, and coherence in writing • Produce clear, grammatical, and logical written work independently • Write essays that assert and support clear thesis statements • Research and assess secondary-source material using university-level methods and resources • Integrate sources effectively into written work using quotation, paraphrase, and summary • Document source material and format essays using MLA and/or APA citation methods to uphold the principles of academic integrity • Recognize and correct errors in their own writing Rubric:
10-8
7
6
5
4-0
Outline / Full draft + reverse outline
Does the submission have a debatable and defensible thesis that is appropriate and interesting for the assignment?
Meets all criteria, perhaps with room for further nuance/finesse Meets most criteria
Meets some criteria
Meets few criteria Does not engage criteria
Does the submission have an effective and complete building structure with strong transitions (as demonstrated in outline or in
full draft with its reverse outline)?
Meets all criteria, perhaps with room for further nuance/finesse
Meets most criteria
Meets some criteria
Meets few criteria Does not engage criteria
Is the sample paragraph well-
organized and focused on a distinct point that supports the thesis? Does the sample paragraph fully, clearly, and compellingly work out its analysis of sufficient and well-
selected evidence?
Meets all criteria, perhaps with room for further nuance/finesse
Meets most criteria
Meets some criteria
Meets few criteria Does not engage criteria
Annotated bibliography
Does the entry effectively and efficiently summarize a well-
selected source? Source One
Meets all criteria, perhaps with room for further nuance/finesse
Meets most criteria
Meets some criteria
Meets few criteria Does not engage criteria
Does the entry effectively and efficiently summarize a well-
selected source? Source Two Meets all criteria, perhaps with room for further nuance/finesse
Meets most criteria
Meets some criteria
Meets few criteria Does not engage criteria
Does the entry effectively and efficiently summarize a well-
selected source? Source Three Meets all criteria, perhaps with room for further nuance/finesse
Meets most criteria
Meets some criteria
Meets few criteria Does not engage criteria
Does the entry effectively and efficiently explain how the source will be pertinent to the argument? Source One
Meets all criteria, perhaps with room for further nuance/finesse
Meets most criteria
Meets some criteria
Meets few criteria Does not engage criteria
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Does the entry effectively and efficiently explain how the source will be pertinent to the argument? Source Two
Meets all criteria, perhaps with room for further nuance/finesse
Meets most criteria
Meets some criteria
Meets few criteria Does not engage criteria
Does the entry effectively and efficiently explain how the source will be pertinent to the argument? Source Three
Meets all criteria, perhaps with room for further nuance/finesse
Meets most criteria
Meets some criteria
Meets few criteria Does not engage criteria
Writing Does this submission use punctuation, sentence structure, and spelling effectively for its purpose and audience? Does this submission effectively consider its purpose and audience in terms of concision, clarity, word choice, title, and MLA style and formatting?
Meets all criteria, perhaps with room for further nuance/finesse
Meets most criteria
Meets some criteria
Meets few criteria Does not engage criteria
Research essay
20%
For this assignment, I will provide questions about texts that we read in this course, and you will choose one question to answer by composing an argumentative research essay. Your answer to the question will be your thesis. You will arrive at this answer by analyzing the text and by doing
research. This essay will be 1250-1500 words long, including the Works Cited list. Develop your argument using at least three secondary sources (perhaps the three from your annotated bibliography, but you are free to find different ones). I will provide the questions later in the semester.
If you submitted a full draft in the previous assignment, you may not simply submit that draft again for this assignment. That is, to receive a grade for this assignment, you must revise the work you did for the previous assignment.
This rubric lists my specific expectations. In some cases, these are followed by open expectations. I include these more general expectations where possible to allow you to approach the assignment in ways I don’t already specifically expect. I recommend that you speak to me if you riff on the assignment in your own way so that I can highlight potential opportunities or pitfalls in your plan.
Hand in: one Word document through Moodle
Word count: 1250-1500 words, counting Works Cited
Format: MLA (12 font; Times New Roman; double spaced; pages numbered; info on top left corner of first page; Works Cited page; in-text citations)
Purpose:
To bring together all the skills you have worked on throughout the course.
Learning objectives:
• Read, annotate, and summarize a variety of academic and non-academic works • Understand audience, purpose, and occasion • Analyze and evaluate structure, logic, style, and evidence • Explore and refine ideas through discussion and debate • Think and respond critically to a broad range of texts and cultural products • Engage in a writing process that includes brainstorming, outlining, drafting, and revising strategies to produce university-level writing • Apply principles of unity, development, and coherence in writing • Produce clear, grammatical, and logical written work independently • Write essays that assert and support clear thesis statements • Research and assess secondary-source material using university-level methods and resources • Integrate sources effectively into written work using quotation, paraphrase, and summary • Document source material and format essays using MLA and/or APA citation methods to uphold the principles of academic integrity • Recognize and correct errors in their own writing Rubric:
Criteria
10-8
7
6
5
4-0
Argument
Does the submission have a debatable and defensible thesis that is appropriate and interesting for the assignment? --
Is the submission oriented by answering a main question that is appropriate and interesting for
the course, the concepts, and the
assignment?
Meets all criteria, perhaps with room for further nuance/finesse Meets most criteria
Meets some criteria
Meets few criteria Misses the mark
Is every paragraph well-
organized and focused on a distinct point that supports the thesis? --
Is every element of the submission focused on exploring or answering the main
question, without unfruitful repetition and without detrimental omission?
Meets all criteria, perhaps with room for further nuance/finesse
Meets most criteria
Meets some criteria
Meets few criteria Misses the mark
Does the submission demonstrate sufficient engagement with appropriate sources, including both substantial research and significant use of sources in argumentation? Meets all criteria, perhaps with room for further nuance/finesse
Meets most criteria
Meets some criteria
Meets few criteria Misses the mark
Does the submission offer sufficient and well-selected evidence while avoiding unanalyzed summary and lengthy quotations?
Meets all criteria, perhaps with room for further nuance/finesse
Meets most criteria
Meets some criteria
Meets few criteria Misses the mark
Is the analysis of evidence fully and clearly worked out?
Meets all criteria, perhaps with room for further nuance/finesse
Meets most criteria
Meets some criteria
Meets few criteria Misses the mark
Does the analysis demonstrate critical thinking (i.e., is valid, accurate, useful, and consistent)?
Meets all criteria, perhaps with room for further nuance/finesse
Meets most criteria
Meets some criteria
Meets few criteria Misses the mark
Organization
Does the submission have an effective and complete building structure with strong transitions?
--
Does the submission demonstrate an organizational rationale that serves its goals? Meets all criteria, perhaps with room for further nuance/finesse
Meets most criteria
Meets some criteria
Meets few criteria Misses the mark
Does the submission have an engaging and effective introduction and conclusion? --
Does the submission introduce its key question and conclude with a sense of the implications of asking that question?
Meets all criteria, perhaps with room for further nuance/finesse
Meets most criteria
Meets some criteria
Meets few criteria Misses the mark
Writing Does this submission use punctuation, sentence structure, and spelling effectively for its purpose and audience?
Meets all criteria, perhaps with room for further nuance/finesse
Meets most criteria
Meets some criteria
Meets few criteria Misses the mark
Does this submission effectively
consider its purpose and audience in terms of concision, clarity, word choice, title, and MLA style and formatting?
Meets all criteria, perhaps with room for further nuance/finesse
Meets most criteria
Meets some criteria
Meets few criteria Misses the mark
Rewrites (revise and resubmit option)
Deadline
Students who choose to rewrite the summary, paragraph, or outline/annotated bibliography assignments must submit the revised assignment before the next assignment is due.
What does this option mean?
You can take intellectual risks with your work without worrying about hurting your grade.
You can keep learning through the revision process.
You can better your grade through engaging in writing as a process.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
How does this work?
At the end of your revised assignment—in the same document—include a summary of revisions.
In a summary of revisions, your job is to respond to my feedback on your original assignment. For example, if I suggested that you revise your topic sentences, explain to me what you did to take up this suggestion; if I marked several sentence fragments, explain to me what it takes to make a sentence fragment into a sentence. Submit the revised assignment to me through email.
Note:
I reserve the right to meet with you to discuss your summary of revisions (i.e., to make sure you understand the changes you have made).
Students may not revise and resubmit assignments that have been found to have issues of Academic Integrity.
Note that it is impossible to revise time, so a revised assignment will retain any late penalty originally affecting it.
Why do I require a summary of revisions?
This process is standard protocol for academic work. When scholars submit their work to academic journals, anonymous peers (i.e., other scholars in the field) review that work to supply suggestions for revision to authors and recommendations for publication to editors. Editors often ask scholars to revise and resubmit prior to publication. The scholar will include a summary of revisions with that resubmission.
This process shows me that you understand what you’re doing and helps me to provide helpful feedback.
This process will help you to write better assignments because it ensure that your revisions are systematic and deliberate. Writing the explanations of your revisions will also help you to
retain what you are learning so that you can take your skills to other assignments you are writing now and will write later and to your thinking and communicating life beyond the classroom.