Description
I am uploading the last assignment I submitted along with the errors that were pointed out, this is the final draft that I have to turn made with all error corrections and any feedback mentioned.
Assignment: Final Draft
You are now ready to make a final edit and proofread of your revised draft. At this stage, you have already made substantive revisions to your work. You are now fine-tuning your writing to ensure you have correct grammar and punctuation and that there are no other errors. Congratulations!
To prepare for this Assignment:
- Review the Learning Resources on proofreading.
- Review the Learning Resources on grammar and punctuation.
The Assignment:
Revise the three paragraphs from the Week 6 Assignment again, ensuring you have completed a full and careful proofreading of your 1- to 2-page evaluative narrative. Make certain to submit a clean copy of your work without any track changes or comments by either yourself or your Instructor.
By Day 7
Submit your Assignment using the Walden Course Paper template. Your final draft should be 1-2 pages long.
Note: Assignments that are submitted without using the Walden Course Paper template will not be reviewed by your Instructor.
Responding to Feedback
Walden University
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RESPONDING TO FEEDBACK
Title of Paper
In their 2012 article, “Online Class Size, Note Reading, Note Writing and Collaborative
Discourse,” Qui, Hewitt and Brett (year) explored the impact that class size has on the manner
that students write and read their notes and how they collaborate with their instructors in the
online context. The first significant point they put across is that there exists a positive
relationship between the size of the class and how students perform in their scholarly work
(author, year). I find their argument regarding this point, valid because it observed that larger
classes are, generally, outperformed by smaller ones. This is because there is greater need to
collaborate among fewer individuals as familiarity instills a sense of competition and need to
outdo each other actually leads to each individual’s performance improvement.
The researchers also positions that class size also has an effect on note writing and
reading in the sense that with the expansion of the class size, there was an increase in the total
notes students and instructors read and wrote, there was a reduction in the actual percentage of
notes the students read and grade level score. This reduction could be true when one considers
that such students will have less patience for writing more notes or reading them as much as they
have the patience to engage in peer discussions with their classmates. This paragraph is not in the
MEAL plan format. You are missing evidence.
Include a main point here. Qui, Hewitt, and Brett (2012) also explored the effect of class
size on student-instructor collaboration. They offer the position that students in larger classes are
bombarded with a lot of information and that this creates a situation where the students are
choosier in reading their notes (author, year). They suggested that the only remedy is to divide
such classes into smaller optimal groups of 13 to 15 students for better collaboration. This view
resonates with me because such division means that the individual students have better access to
RESPONDING TO FEEDBACK
the instructor and can easily coordinate and form discussion groups in an easier manner as
mobilizing fewer group members is easier than a larger group. They also create bonds that
increase cooperation and understanding of each individual’s capabilities and deeper reflection
fostered by fewer notes to read and more to discuss among them.
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RESPONDING TO FEEDBACK
References
Qiu, M., Hewitt, J., & Brett, C. (2012). Online class size, note reading, note writing and
collaborative discourse. International Journal of Computer-Supported Collaborative
Learning, 7(3), 423-442. doi:10.1007/s11412-012-9151-2
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