How To Prepare For This Assignment: Choose One Of The Follow

To prepare for this Assignment: Choose ONE of the following options

Choose one of the following options: Option 1: Select an upcoming assignment or discussion from your current course (such as Foundations). Write a first draft of at least 1 page of that assignment or discussion. Option 2: Select a previously submitted assignment or discussion from your current course (such as Foundations). Choose a 1-page sample from that assignment or discussion to submit for feedback. Option 3: Select a previous assignment or discussion you submitted in a prior course. Choose a 1-page sample from that assignment or discussion for feedback. Submit a 1 double-spaced page (approximately 250 words) of your writing sample, including the assignment instructions to clarify its purpose. Your instructor will provide feedback focused on your writing skills by Day 6. If you are submitting a draft from an upcoming assignment or discussion from your current course, review the instructor’s feedback after grading to improve your final submission in that course.

Paper For Above instruction

The task at hand is to select and submit a writing sample, either a draft of an upcoming or current assignment/discussion, or a previous submission from the same or prior courses, with the goal of receiving constructive feedback on the writing quality. This exercise aims to foster improvement in academic writing by utilizing targeted feedback from instructors. The process begins with choosing one of three options: drafting a new assignment/discussion, selecting a previous submission for review, or repurposing a past assignment. The key requirement is to produce a one-page, double-spaced sample that encapsulates around 250 words, incorporating the original assignment instructions for context.

Option 1 emphasizes drafting an initial version of an upcoming discussion or assignment, helping students practice and refine their current work before final submission. Option 2 involves selecting a previous submission to receive feedback aimed solely at writing mechanics, clarity, and coherence, without the need to revise or resubmit the entire work. Option 3 offers students the chance to revisit an earlier course's assignment, applying instructor feedback to improve future writing or preparing the sample as a model for others.

Instructors provide feedback focusing exclusively on writing quality aspects — such as grammar, structure, clarity, style, and coherence — which are essential skills across academic and professional contexts. Students are encouraged to analyze their writing, noting areas for improvement based on this feedback, and to incorporate the suggestions into future assignments for increased academic proficiency. This iterative process enhances comprehension of effective writing techniques, critical thinking, and self-assessment, thereby supporting overall academic success.

Participants should ensure that their submission clearly presents the original instructions, context, and purpose of the sample to facilitate effective feedback. This exercise is crucial for developing disciplined writing habits, enhancing clarity and coherence, and fostering confidence in academic communication. By consistently engaging in such reflective practice, students can significantly improve not only their current assignments but their overall academic writing skills.

References

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• Hacker, D., & Sommers, N. (2016). A Writer’s Reference (8th ed.). Bedford/St. Martin’s.
• Swales, J. M., & Feak, C. B. (2012). Academic Writing for Graduate Students: Essential Tasks and Skills. University of Michigan Press.
• Hyland, K. (2019). Second Language Writing. Cambridge University Press.
• Lunsford, A. A., & Ruszkiewicz, J. J. (2016). Everything’s an Argument. Bedford/St. Martin’s.
• Cohen, R. (2015). Writing for Success. Wadsworth Publishing.
• Berkenkotter, C., & Huckin, T. (2017). Genre knowledge in disciplinary communication: Cognition, culture, and power. Routledge.
• Alber, R. (2009). Writing instruction for academic purposes. Writing & Pedagogy, 1(2), 241-255.
• Connor, U. (2018). Academic writing and genre analysis: Theory and application. Springer.
• Tardy, C. M. (2018). Building Genre Knowledge. Parlor Press.