How To Prepare For This Assignment: Choose One Of The 987683

To prepare for this Assignment: Choose ONE of the following options: Option 1

To prepare for this Assignment: Choose ONE of the following options: Option 1: Select an upcoming assignment or discussion from the program course you’re currently taking (such as Foundations). Write a first draft of at least 1 page of the assignment or discussion. Option 2: Select a previously submitted assignment or discussion from the program course you’re currently taking (such as Foundations). Choose a 1-page sample from the assignment or discussion to submit for feedback. Option 3: Select an assignment or discussion you submitted in a previous course. Choose a 1-page sample from the assignment or discussion to submit for feedback. Option 4: Revise the 1-page sample you previously submitted in this class, using the feedback you received. By Day Two Submit 1 double-spaced page (around 250 words) of your writing sample. Be sure to paste the assignment instructions into your draft so that your instructor understands the purpose of the assignment. Your instructor will provide feedback by Day 6. The feedback will focus on the writing aspects only. Note: If you submitted an upcoming Assignment or Discussion from the program course you are taking alongside this writing course, remember to access your writing Instructor’s feedback after grading so that you can improve the draft for final submission in your other course.

Paper For Above instruction

The assignment requires students to select one of four options to demonstrate their writing skills and progress. The options include drafting an upcoming assignment or discussion, selecting a previous submission for feedback, revising an earlier submission based on received feedback, or choosing a discussion from a prior course. For each option, students are expected to submit a one-page, double-spaced sample of their work, approximately 250 words, by Day Two. This submission should include the original assignment instructions to contextualize the work for the instructor. The purpose of this process is to facilitate targeted feedback focusing solely on writing quality, with feedback provided by Day 6. For students engaged with other course assignments concurrently, it is advised to review the instructor’s feedback to refine their work for final submission in their main course. The key goal of this exercise is to enhance writing skills through iterative review and revision. The assignment emphasizes the importance of selecting a manageable sample, understanding the feedback process, and integrating revisions effectively to improve academic writing proficiency.

References

  • American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).
  • Coffin, C. (2003). Teaching academic writing: A toolkit for higher education. Routledge.
  • Hinkel, E. (2011). Handbook of research in second language teaching and learning. Routledge.
  • Hyland, K. (2019). Second language writing. Cambridge University Press.
  • Wallace, M. J. (2003). Critical reading and writing for postgraduates. SAGE Publications.
  • Swales, J. M., & Feak, C. B. (2012). Academic writing for graduate students (3rd ed.). University of Michigan Press.
  • Zamel, V. (1983). Teaching ESL composition: Purpose, process, and practice. TESOL Quarterly, 17(1), 39–52.
  • Raimes, A. (1991). Out of the woods: Emerging traditions in the teaching of writing. TESOL Quarterly, 25(1), 27–56.
  • Leki, I., & Carson, J. G. (1997). Formal and functional aspects of adult ESL learners' composition. TESOL Quarterly, 31(2), 317–340.
  • Ferris, D. (2011). Treatment of error in second language student writing. University of Michigan Press.

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