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This is my assignment to get information for the post.
Main Post
“M” Main Idea
Feedback plays a critical role in a student’s writing and understanding. A student’s writing improves when an instructor takes the time to provide feedback that is specific to their preferences, such as immediate, elaborate, and encouraging (Gredler, 2018).
“E” Evidence
The findings may expand instructor recognition of students’ desires and amplify participation in the feedback procedure to encourage writing skill evolution and enhance academic results (Gredler, 2018). Majority of students have instructor recognition when they participate in how they prefer to receive their feedback in which encourages their writing skills. According to Gredler (2018), there have been studies that show students becoming more active and prepared to analyze and administer the feedback from an instructor rather than a compliant student. Students show more interest in their work when they receive feedback at their request. According to a study, a participant told the researcher that “feedback is a way a student grasps and extends their writing and comprehend information” (Gredler, 2018). According to Gredler (2018), a participant reported “I have a desire to know what I am doing incorrectly with guidance to improve,” and specified “I respect critique that is significant. For example, if I make an error or something is incorrect, I need to be notified about it in order to develop.” As recent feedback from previous instructors for many classes, it has been difficult to grasp the understanding of what exactly they are wanting fixed. Even with being a student in doctoral classes significant feedback indicating what is incorrect will guide my writing to improve work. As feedback is received from students their goal is to be guided with significant and appropriate feedback that will allow them to grow.
“A” Analysis
Majority of students have instructor recognition when they participate in how they prefer to receive their feedback in which encourages their writing skills. Students show more interest in their work when they receive feedback at their request. As recent feedback from previous instructors for many classes, it has been difficult to grasp the understanding of what exactly they are wanting fixed. Even with being a student in doctoral classes significant feedback indicating what is incorrect will guide my writing to improve work. As feedback is received from students their goal is to be guided with significant and appropriate feedback that will allow them to grow.
“L” Lead-Out
It should be important to consider how students prefer their feedback from their instructor. It is evident that if their instructor provides appropriate feedback at the student’s request it will encourage students to consider their feedback to improve their writing skills. Based on findings an instructor’s recognition of a students’ desire will not only encourage the students writing skill but will enhance the overall academic results (Gredler, 2018). Teachers are providing an opportunity for students to be more involved in their work in order to improve altogether.
Reflection on Lead-Out
Based Arneson (2014), the lead out sentence is the final sentence that summarizes the main point of the writing that we are trying to catch the eyes of readers. I do feel like the lead out wasn’t as challenging as the analysis because it doesn’t repeat the main point but I was able to tie together main point, evidence, and analysis. Is there another way to become more knowledgable in order to break down the lead out without questioning myself if I did it correctly and am not using the same work?
Reference
Arneson, B. K. (2014, May 12). Breaking down the MEAL plan: Wrapping up with lead out sentencesLinks to an external site.Links to an external site.. Walden University Writing Center. http://waldenwritingcenter.blogspot.com/2014/05/breaking-down-meal-plan-wrapping-up.htmlLinks to an external site.
Gredler, J. (2018). Postsecondary online students’ preferences for text-based instructor feedbackLinks to an external site.Links to an external site.Links to an external site.Links to an external site.. International Journal of Teaching and Learning in Higher Education, 30(2), 195-206
NEW Discussion
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.
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.
Video:
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