SKILL 6065 WEEK 6 DISCUSSION: REVISING THE MEAL PLAN

SKILL 6065 WEEK 6 DISCUSSION: REVISING THE MEAL PLAN

SKILL 6065 WEEK 6 DISCUSSION: REVISING THE MEAL PLAN

In the Discussions over the past 5 weeks, you’ve built an argument. Step-by-step, you’ve identified evidence to support a main idea statement and you’ve shown how that evidence proves the point. Now, it’s time to fine tune. Where can your language be more precise? Where can it be clearer? Where do you need to provide or double-check a citation that you’re not quite sure about?

Revising our work is an important step, and this is really what helps us to polish our paragraphs into a finished product. Here’s a great video with some quick tips on how to proofread your writing.Additionally, to continue practicing this process and the skills you’ve built, think about what resources and strategies have helped you along the way. Remember, the Feedback Journal you’ve been creating all term is a “living” document- a resource repository that is custom-made just for you. Take the Feedback Journal with you when you leave this class, and continue to update it with useful links and materials all along your writing journey.

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Video: Proofreading for GrammarLinks to an external site.

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCE

To prepare for this Discussion:

• Explore the links you’ve saved in your Feedback Journal, bookmarking the ones you found most helpful for yourself.
• Create a list for yourself and your classmates of the most helpful resources and strategies you found this term.

BY DAY 4

Post your final revised paragraph responding to the research article, ensuring that your paragraph is a complete academic argument with all MEAL plan elements. Additionally, share at least one specific resource or strategy that has helped you revise and explain how it helped.

A Sample Of This Assignment Written By One Of Our Top-rated Writers

SKILL 6065 WEEK 6 DISCUSSION

There is a need to incorporate proximal, detailed, supportive feedback when dealing with students to improve their writing skills. This idea is supported by qualitative and quantitative evidence from Gredler (2018). Qualitative evidence from the article establishes that the study subjects opted for proximal, thorough, supportive feedback through rubrics, track changes, and examples, which enabled them to polish their writing skills. Similarly, quantitative results revealed that the study would instead have received proximal comments rubric feedback, and instructors use track changes for corrections. The evidence supports all four major themes, including students’ desire to improve their writing skills and the preference for proximal, detailed, supportive feedback. Thus, detailed, supportive feedback is vital to helping students improve their writing skills. However, feedback should be timely, validate deductions, and be provided regardless of a student’s good grades. One strategy that helped me revise the work is re-reading and editing the work for style and quality (Walden University Writing Center, n.d.). During this step, I double-checked that the work meets the elements of an effective paragraph and is free of grammatical and clerical errors.

References

Gredler, J. (2018). Postsecondary online students’ preferences for text-based instructor feedback. International Journal of Teaching and Learning in Higher Education, 30(2), 195-206

Walden University Writing Center. (n.d.-e). Revising strategies. https://academicguides.waldenu.edu/writingcenter/writingprocess/revising#s-lg-box-9967615