Course Paper Revision And Report Instructions

Course Paper Revision And Report Instructions

This step has two parts: first, revise and improve your course paper based on your GRST instructor’s and OWC tutor’s feedback to significantly enhance your draft’s scores in all four areas of the GRST rubric, aiming for a score of 3 or higher in each. Second, respond to the Revision Report questions by answering ten questions in at least 40 words each, reflecting on the feedback, your strengths and weaknesses as a writer, and the usefulness of the course and tutoring services. Submit both your revised paper and your responses as separate attachments via the assignment link on Blackboard. To pass, you must show evidence of receiving a full OWC review and submit a higher-scoring final revision by the deadlines specified: the review due in Module/Week 6 and the final revision due in Module/Week 7.

Paper For Above instruction

The process of revising a course paper based on instructor and tutoring feedback is a critical step in developing academic writing skills. It emphasizes the importance of constructive feedback, critical self-assessment, and continuous improvement. Through this process, students not only enhance the quality of their current work but also cultivate skills that will benefit their future academic and professional writing endeavors.

Revising your course paper according to instructor and tutoring feedback allows for targeted improvements in clarity, coherence, argumentation, organization, and language use. Instructor comments often highlight issues related to content accuracy, thesis clarity, and development of ideas, while tutor feedback usually focuses on mechanics, style, and adherence to guidelines. Combining both perspectives ensures a comprehensive approach to revision, addressing both surface-level and deeper issues.

Enhancing a paper involves multiple phases: reviewing feedback carefully, identifying areas of weakness and strength, and systematically addressing the issues. For example, surface-level problems such as grammatical errors, awkward phrasing, or formatting inconsistencies can be remedied through careful editing. Deep-level problems, such as weak thesis statements, underdeveloped arguments, or logical fallacies, require critical thinking and substantive revision of content and structure.

The revision process also encourages reflection on one’s writing process. Recognizing major weaknesses, such as inadequate organization or lack of clarity, helps identify specific strategies for improvement. For instance, focusing on outlining and planning before writing can overcome organizational weaknesses, while practicing critical reading and peer review can strengthen analytical skills. Meanwhile, identifying strengths, like effective use of sources or strong concluding statements, allows students to leverage these aspects in future work.

Participation in the course and utilization of the Online Writing Center’s tutoring can be highly beneficial. The course provides a structured framework for revision, accountability, and learning through feedback. The OWC resources expand this support by offering personalized tutorials, guidance on writing conventions, and strategies for improving specific skills. These tools promote self-awareness and develop independent writing practices, making students more confident and competent writers.

Future improvements involve adopting consistent revision routines, seeking feedback regularly, and reflecting on writing experiences. Students are encouraged to develop a plan for continuous learning—such as maintaining a writing journal or engaging in peer review—to sustain growth beyond the course. Additionally, integrating revision strategies learned from the course and OWC into other academic and professional writing tasks enhances overall effectiveness.

References

• Booth, W. C., Colomb, G. G., & Williams, J. M. (2008). The craft of research. University of Chicago Press.
• Harris, M. (2017). Rewriting: How to do our best work the second time around. HarperOne.
• Lunsford, A. A., & Ruszkiewicz, J. J. (2019). Everything’s an argument. Bedford/St. Martin’s.
• Graff, G., & Birkenstein, C. (2017). They say / I say: The moves that matter in academic writing. W. W. Norton & Company.
• Leki, I., Cumming, A., & Silva, T. (2008). Teaching second language writers. Routledge.
• Raimes, A. (2002). Keys for writers. St. Martin’s Press.
• The Online Writing Center. (2023). Strategies for effective revision. University of North Carolina at Chapel Hill.
• Schneiderman, B., & Ryan, T. (2015). Writing and revising for academic success. Oxford University Press.
• Williams, J. M. (2014). Style: Lessons in clarity and grace. university of Chicago Press.
• Zamel, V. (1983). Teaching language minority students to read and write: Toward a comprehensive approach. In R. R. P. Harris (Ed.), Teaching writing: Research, theory, and practice (pp. 187-210). Morgan Kaufmann.