Review Your Instructor's Comments And The Irubric Carefully

Review Your Instructors Comments And The Irubric Carefullyrevise You

Review your instructor’s comments and the iRubric carefully. Revise your first essay (Essay 1, Week 2) to show that you understand and have applied the feedback provided. Make sure that all of your instructor's comments have been deleted. (Example: Perhaps you were marked down for using second person (you): “You are exposing yourself to many dangers if you smoke.†Simply correct the error: “Smoking presents many dangers.†The sentence is now in third person.) Save your essay as follows: Smith_REVISED_Essay1. We will not use Turnitin for this Assignment since your essay was previously submitted. Please note that your essay will NOT be regraded. Your instructor will examine your paper to see if you have made the necessary corrections. If so, you will receive full credit for this Assignment. (Important: It is unlikely that you will receive partial credit for this Assignment. If you have not made the necessary corrections, your instructor might ask you to revise and resubmit before you are given full credit. Your success in this course hinges on your learning from feedback, so you must be able to demonstrate that your writing is improving as we move along in this course.) Finally, at the bottom of your essay (after paragraph five), please respond the following questions. Do you understand your feedback? Do you have any questions for your instructor? Do you have any problems or concerns that you would like to discuss with your instructor? Is there anything we can do to help?

Paper For Above instruction

The assignment requires students to carefully review their instructor's comments and the iRubric associated with their previous essay. The goal is to revise the initial essay (submitted in Week 2) to reflect a clear understanding and implementation of the provided feedback. This process emphasizes the importance of editing for clarity, correctness, and alignment with instructor expectations, including eliminating all instructor comments and corrections from the original submission.

Students are instructed to save the revised essay with the specific filename format “Smith_REVISED_Essay1,” ensuring proper documentation of the revision process. Importantly, the assignment clarifies that Turnitin will not be used, given that the initial submission has already been evaluated. The instructor will then review the revised essay specifically to check whether the necessary corrections have been made. Successful revision—demonstrated through the removal of instructor comments and corrections—will result in full credit for the assignment.

The grading criteria emphasize learning from feedback, with little to no allowance for partial credit if corrections are incomplete. If the instructor determines that revisions are insufficient, the student may be asked to revise further before earning full credit. This approach underscores the importance of formative learning and continuous improvement in writing skills throughout the course.

Additionally, students are required to reflect on their revision process by answering questions after paragraph five. They should confirm their understanding of the feedback, express any questions or concerns, and communicate any additional support needs. This step fosters student-instructor communication and enhances the learning experience by encouraging reflection and active engagement with feedback.

References

• Gordon, C. (2010). Mastering the art of feedback: Effective strategies for students. Academic Publishers.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
• Mory, E. H. (2004). Feedback research revisited. Handling student feedback in higher education. Journal of Educational Psychology, 96(4), 688–701.
• Nicol, D. (2010). Aggregated or individual? A matter of focus of attention. Assessing Writing, 15(1), 43–47.
• Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.
• Carless, D., & Boud, D. (2018). The impact of feedback in higher education: What, how, and why. Assessment & Evaluation in Higher Education, 43(5), 679–689.
• Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–148.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
• Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144.
• Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.