Capstone Paper - Academic Paper - Not an Essay - Very Careful with References. 0 Plagiarism. 36 HOURS. A+ WORK

McNeil 1

Yolanda McNeil Comment by Re'ven: Hello, Yolanda! My name is Re’ven, and I will be your tutor from the OWC. Throughout your paper, I will be making note of strengths and weaknesses but will not be editing or marking every error in your paper. My primary role as tutor will be commenting on areas that may need improvements and providing links to helpful resources when applicable. If you see “apply throughout” in a comment, this means that the same issue occurs elsewhere in the paper. Finally, I have noted your concerns included with your request and will address them throughout. Disclaimer: Remember that the OWC is not an editing service. Our comments and suggestions are not exhaustive. Our service is designed to help you recognize and correct your writing so that you can become a better writer.  Except where otherwise noted, formatting suggestions follow the latest (8th) edition of the MLA Handbook.  If in doubt about whether to use the 8th edition, please consult your professor. Comment by Re'ven: Section 2.21 says that all spacing should be double-spaced. Ensure that no extra spacing occurs between lines of text. The way to check this would be to go into the line spacing options and make sure that the spacing is set to 2.0 in addition to checking that the spacing before and after each line is set to 0 pt. Apply throughout.

Andrew Walker

ENGL 607

June 22, 2020 Comment by Re'ven: The date should be written in day-month-year format.

Challenges of Helping Writers Initiate and Sustain First Draft Idea-Generation

Introduction Comment by Re'ven: Unless the instructions for your paper state otherwise, typically, it is not necessary for you to include introduction as one of your headings since the first paragraph(s) indicate(s) introductory material.

The first draft is an essential component of any writing. It is at this point where students and writers are supposed to lay the foundation of their writing. One of the reasons why the first draft is always taken seriously is that the rest of the paper is likely to rely on the draft. Therefore, when the draft is weak, the rest of the paper might be weak too. The first draft does not only challenge writers and students but also educators. An educator has a responsibility to ensure that students grasp knowledge and skills that help them to become competitive. With this in mind, it is apparent that a teacher is placed in a position or situation that is complicated and challenging. Helping writers initiate and sustain the idea-generating process of first drafts is a huge challenge in teaching. Some of the factors that make it a huge challenge are related to the student while others with the educator. However, there are strategies that can be employed to deal with the issue. The research will be looking into the challenges of helping writers initiate and sustain the idea-generating process of first drafts, the literature that is present about the issue, and how I will respond to the issue. Comment by Re'ven: Consider alternative word choice here, as this word makes the sentence sound awkward and your thought incomplete. Apply throughout. Comment by Re'ven: This contains an issue with parallel structure. A sentence written with parallel structure means that any lists within the sentence begin similarly. A way to fix this issue is to make sure that lists within the sentence begin with the same type of grammatical element and that each element is formatted the same way. For example: “The shoes on the shelf were pumps, Converses, and wedge heels” or “The candles were flickering less, melting more, and getting thinner as time went by.” Comment by Re'ven: Academic writing typically prefers third-person perspective over first-person (e.g., me, my) and second-person (e.g., you) perspectives. However, if your professor has given you other guidelines on this matter, follow those guidelines. Apply throughout. Comment by Re'ven: Clear thesis!

The unique challenges, complications or problems posed by this aspect

Teaching is not an easy task like it may seem. An educator has a huge responsibility of making sure that his or her students benefit from the skills and knowledge that he or she has. Students are different and irrespective of their differences, an educator is expected to ensure that each student grasps as much knowledge as possible (Jones et al. 1241). Helping writers initiate and sustain the idea-generating process of first drafts is faced by different challenges. In some cases, the challenges can be viewed from the perspective of the student whereas in other cases, the challenges can be viewed from the perspective of the educator. The following are the unique challenges that present when helping writers initiate and sustain the idea-generating process of first drafts (Jones et al. 1241). Comment by Re'ven: This contains a lack of comma use. Commas are used to indicate that there are two independent clauses in a sentence. The way to fix this would be to either break the compound sentence with the two independent clauses into two different sentences (e.g., “The boys like to swim. The girls like to float”), insert a comma before the conjunction (e.g., “The boys like to swim, and the girls like to float), or use a semicolon to replace the comma and conjunction used together (e.g., “The boys like to swim; the girls like to float”). Feel free to review our resource on comma use here. Apply throughout. Comment by Re'ven: This contains a lack of comma use. One of the functions of commas is that they are used to offset nonessential information in a sentence. When that information appears within the middle of the sentence, two commas are required. You can fix this error by inserting the commas in the appropriate parts of the sentence. For example: “Our math teacher, after grading five of the exams, decided that the grades would not count toward our final grade in the class.” Feel free to review our resource on comma use here. Apply throughout. Comment by Re'ven: Correct citation format! Comment by Re'ven: Consider using alternatives for the word challenge, as you do not want to overuse the word and have already established that you will be discussing a lot of challenges. Apply throughout. Comment by Re'ven: A suggestion would be to begin and end paragraphs with your own thoughts and ideas instead of with ideas from sources. This ensures that the sources only act as support and your voice carries the argument throughout the paper. Apply throughout.

a. The preparedness of the student

Challenges that face a teacher when teaching certain lessons to students might be associated with the students. The teaching process can never be complete if teachers and students do not work hand in hand (Jones et al. 1243). A teacher is only a useful resource if a student is willing to grasp the knowledge that the teacher is presenting. The preparedness of a student has an effect on the ability of the student to get and understand what the teacher is teaching (Jones et al. 1243). Psychological preparedness affects the attentiveness of the student. When the student is prepared, he or she is likely to be more attentive compared to a student who was not prepared. In line with preparedness, it is important to note that the brain of a person controls the information that a person receives as well as the information that a person provides (Jones et al. 1241). The next paragraph has focused on how the preparedness of a student affects the effort of the teacher to help writers initiate and sustain first draft idea-generation. Comment by Re'ven: Paragraphs should be indented ½ of an inch from the left margin. Apply throughout. Comment by Re'ven: This transition sentence needs a little work. It performs the function of connecting the two paragraphs together, but a suggestion would be to review and revise the sentence so that it mainly states a connecting idea instead of stating the concrete purpose of the next paragraph. For example: “The following paragraph will detail how communication works since the definition of communication has been discussed” (potential transition sentence) “Not only is it important to know what communication is, but it is also significant to understand how communication works” (improved transition sentence). Apply throughout.

When a person is prepared for a lesson, chances are that the person will acquire a lot of knowledge because the mind is ready for it. The case changes when a person is not prepared to grasp the knowledge (Jones et al. 1242). The educator goes through a rough time trying to instill the knowledge to the student. In this case, it becomes essential to understand that the environment of the learning process is not only affected by the teacher but it is also affected by the student (Jones et al. 1243). When the student shuts his or her brain down for the learning process, the teacher faces the challenge of helping the student. Comment by Re'ven: This is a preposition use issue. Prepositions show the relationship between nouns, pronouns, or other words in a sentence; certain prepositions work better in some relationships compared to others. For instance, a dog would be sitting on a rug, not in the rug. Feel free to review our source on prepositions here. Apply throughout. Comment by Re'ven: Ensure that you do not repeat ideas in different ways to make a point. Consider where and when you can condense ideas or statements that help support your argument without being repetitive. Apply throughout.

b. Lack of a narrowed down scope

A draft is supposed to focus on an issue, event, topic, or research. It, therefore, means that there is a subject that has to be focused on. One of the challenges that are facing teachers is that at times they might introduce a broad topic or theme (Jones et al. 1243). When students are presented with broad topics or themes, it becomes a challenge for them to maintain focus (Benjamin and Joan, 123). The reason behind it is that they try to cover every aspect which might be a challenge. The same case applies to the teacher. When the focus of the teacher is not narrowed down, it becomes a challenge to promote the understanding of the student. A draft should have a narrowed topic to make it easier for the teacher to communicate the topic. Also, for the sake of students, a narrowed down scope is important because it saves them time. Also, they are able to understand what the teacher is talking about. Comment by Re'ven: Commas are not used to separate the author(s) from the page number in MLA style. Apply throughout. Comment by Re'ven: This is an issue with pronoun ambiguity. Using pronouns is not incorrect, but without context, references with pronouns can be misunderstood or confusing. Basically, the main fix for this is to explicitly say who or what the subject is in the sentence. For example, saying “She is over there” while in a room full of women is unhelpful. However, the confusion can be clarified by naming who is over there, like “My aunt is over there” or “My sister’s friend is over there.” Apply throughout.

c. The knowledge of the student on the topic

A teacher might be willing to help writers initiate and sustain first draft idea-generation but the knowledge of the student about the draft and the draft topic is the denominator (Academic, n.d). When the knowledge levels are low, the teacher is likely to face a challenging time. However, when the knowledge levels are high, the learning process is smooth (Benjamin and Joan, 132). The reason behind it is that the understanding of the student is advanced (Jones et al. 1243). When a student understands a concept faster, the teacher gets an easy time because he or she does not need to invent different and unique teaching styles. Comment by Re'ven: Dates are not used within MLA in-text citations. Comment by Re'ven: Consider alternative word choice, as this part of your sentence could be written in a stronger way.

d. Lack of critical thinking among students

It is no doubt that the teacher plays an essential role in the learning process of the student. However, this does not eliminate the fact that the student is also an essential component or team player in the learning process. The teacher is in place to help the student get familiar with the basics (Kebritchi et al. 29). A student should be a critical thinker and that means that he or she should go beyond the teacher and research some of the concepts that the teacher teaches (Murphy et al. 104). A student who does not think critically can affect the teaching process of the teacher. A critical thinker does not wait for everything to be done. Instead, he or she takes lead and makes things happen after being introduced to basic concepts (Murphy et al. 104). When a student is not a critical thinker, the teacher is faced with the challenge of succinctly explaining to the student (Murphy et al. 104).

Critical thinking helps a student to fill in the gaps. Also, a critical thinker is at times able to predict where the teacher is headed (Glenn and Goldthwaite, 23). When a critical thinker makes the right prediction, it means that the teacher will not need to do a lot to help the student understand (Benjamin and Joan, 111). It is at this point where the challenges of helping the students and critical thinking come in place. In this respect, it is important to look at the issue from the perspective of the teacher. A teacher is in place to help students grasp the knowledge and skills they need to later become career persons (Glenn and Goldthwaite, 23). Comment by Re'ven: Consider alternative choice here, as this word does not quite communicate what you are attempting to say here.

The goal of the teacher is to make sure that students advance and grow. Therefore, a teacher will always have expectations that students will grow. A student who is not a critical thinker is not likely to grow. The reason behind it is that this is a person who does not expose his or her brain to any challenge (Glenn and Goldthwaite, 13). The teacher might, therefore, be frustrated. Even though teachers have been taught to be tolerant and patient with the students, they are human beings and therefore affected by motivation (Glenn and Goldthwaite, 54). The motivation of the teacher comes from different sources and students are some of the major motivators (Glenn and Goldthwaite, 43). Therefore, it means that when a student fails to depict positive changes, the teacher might be discouraged. The lack of zeal to teach students is also a challenge. The only difference between it and other challenges is that it is internally motivated when it is viewed from the perspective of the teacher. Comment by Re'ven: Consider alternative word choice, as you have utilized this word frequently throughout this paragraph thus far.

e. The availability of literature

The availability of literature is a factor that affects the teaching process of the teacher. The issue can be looked at from two perspectives. The first perspective pertains to literature about drafting. In this respect, it is important to note that the reason why there are books and articles for academic purposes is for the students to revise when the teacher has left (Glenn and Goldthwaite, 23). The student has a duty to dig deeper into what he or she has been taught. Students are different and whereas some of the students understand a lesson immediately it is taught, some take longer and this is why there are revision materials (Benjamin and Joan, 121). Such revision materials affect the understanding of the student and that means that if they are not available, the student is not likely to know what to do after the teacher has left. Comment by Re'ven: This sentence contains an issue with conciseness. In some cases, sentences can be written concisely and still convey what the author is trying to say. Ways to fix this issue include breaking a long sentence up into smaller sentences or writing the most important parts of a thought within a sentence. For example: “I sincerely believed that, as sweet as they were, those kids would not try to completely burn the house down” “I believed they were sweet kids; I did not think they would try to burn the house down” (more concise). Feel free to review one of the OWC’s resources on concise writing. Apply throughout.

f. Fore-thinking about the whole research

When a student is presented with a topic of research, there are many thoughts that run across the mind of a student. A draft is initial writing but has an impact on the overall paper or assignment. When students present a draft, they are expected to later build on it and come up with a complete paper (Glenn and Goldthwaite, 23). It, therefore, means that the draft affects the process of collecting data. In most cases, students want to focus on a research topic or method that they are conversant with (Glenn and Goldthwaite, 23). Therefore, when the teacher presents a draft lesson to students, instead of only focusing on the current lesson, students start thinking more about how the draft will be aligned to their knowledge (Glenn and Goldthwaite, 53). When students start paying much attention to how they will build on the draft, they shift their focus. Shifted focus affects the concentration of a student. Comment by Re'ven: In general, this is a well-written paragraph!

Focusing and concentrating affect the learning process of the student. Research has helped to reveal that students who pay much attention to what is taught by their teachers have higher chances of performing better in class and in exams when compared to students who barely focus on what the teacher is talking about. In this respect, it is important to also note that the concentration of the student has an impact on the teaching process of the teacher (Glenn and Goldthwaite, 33). A teacher who teaches a class of students who are concentrated faces lesser challenges than a teacher who teaches a class of students who do not pay the required attention. In the process of teaching students about drafts, the same problem arises (Glenn and Goldthwaite, 42). Students start thinking about the way they will expand the draft and that erodes their minds. Therefore, students fail to grasp the most essential knowledge that the teacher is passing to students (Glenn and Goldthwaite, 13). Comment by Re'ven: This is a verb conjugation error. A verb must be conjugated to agree with a subject, a time, and a number. For example: “We will need the class period tomorrow for working on our papers.” The way to fix the error is to determine how you want to use the verb, pick the appropriate conjugated version of the verb, and use a dictionary to confirm your choice. Apply throughout.

Literature Review Comment by Re'ven: Although MLA style does not have an official set of levels of heading, the manual suggests that there be consistency among different levels of heading. For example, the previous centered heading was written in sentence case, not title case like this one. Therefore, you would need to decide which formatting you would use so that headings at the same level would be the same. For more information, please review the OWL Purdue’s page regarding the general format for MLA papers.

In his article, Broady (20), states that it is important for the teacher to make the right choices when teaching. According to the author, the learning process should be as smooth as possible. When the learning process is stress-free, it means that students will grasp the knowledge they much desire. However, the learning process does not become smooth without the input of both the teacher and student (Broady, 20). The article offers advice to both the teacher and the student. The teacher should know what works for the student and what does not. A connection or relationship between a teacher and a student must be fostered to ensure that the learning environment is friendly (Broady, 20). When a teacher gets to know what works in a student, he or she also gets to know the areas to focus on to promote a good learning relationship with the student. A good learning relationship fosters transparency and honesty (Broady, 23). When a teacher and student are transparent and honest with each other, the learning environment is likely to be friendly. Comment by Re'ven: This contains a comma use error. Although commas are used to offset nonessential information – which may not be necessary for a sentence to make sentence – these commas are not serving that function here. If you were to remove the information included between the commas, the sentence would be fragmented. Therefore, the easiest way to fix this error is to remove the commas.

When the teacher gets to know what works for the student, there are different benefits to it. The first benefit is associated with the process of selecting teaching strategies (Cioffi, 44). In the education sector, there are strategies that are put in place to make sure that students benefit from the lessons of the teachers. However, the strategies vary when it comes to their implementation and effectiveness. Students are different as so are their reasoning capacities (Benjamin and Joan, 131). The strategy that an educator uses to teach the student must be in line with the reasoning of the student. Using a strategy that a student does not conform to or submit to is equivalent to the waste of time and education resources (Cioffi, 12). A teacher who wants to promote a good learning environment should only choose the teaching strategies that meet the needs of the students. Comment by Re'ven: Consider reviewing and revising this portion of the sentence, as it is awkwardly written. Ways to resolve awkwardly-worded clauses within a sentence would be to rearrange the wording in the sentence so that it is less awkward (e.g., “The boy as a football player had many injuries” As a football player, the boy had many injuries”) or remove the awkward wording altogether, if appropriate (e.g., “The boy as a football player had many injuries” “The boy had many sports-related injuries”). Apply throughout.

The second benefit of knowing what works for the student is associated with time-saving. A teacher is always motivated to make sure that his or her students grasp the knowledge he or she has to offer. It is for this reason why some teachers would go to any extent to make sure that their students get to understand what they are teaching. When a teacher does not know what works for the students, he or she might spend a lot of time trying to figure out what works for the student (Broady, 20). The danger of doing so is that the teacher spends a lot of time and before knowing what works for the student, the teacher might be frustrated (Broady, 20). However, when the teacher gets to know what works for the student, the teacher immediately selects the approach that is most suitable. It is important to note that the issue of knowing what works for the student does not only impact the teacher but the student as well.

A student is the major beneficiary of the lessons of a teacher. However, the student plays an imperative role in his learning process. A teacher might know what works for the student but until the student gets to know about what works on his or her end, there might be a challenge. The learning process is never complete without the involvement of the educator and student (Broady, 43). When the student does not know about his or her strengths, it becomes a challenge for the student to benefit from the lessons passed on by the teacher. The student is therefore also challenged to know what works for him or her (Benjamin and Joan, 123). Knowing more about what works and what does not work helps the student to fully benefit from the lessons that have been passed on by the teacher. Comment by Re'ven: This is a paragraph with good complete thoughts!

One of the challenges that most of the teachers face is the learning environment. The learning environment entails the people who are involved in the learning process, the classroom, and the equipment used during the learning process (Broady, 71). A teacher might have good strategies and intentions but if the environment does not motivate the teacher to discharge his or her mandate, the teacher might not be as effective as he or she would desire to be. One of the factors that affect the learning environment is the reasoning capacity of a student (Cioffi, 76). Even though this is an issue that has not been given a lot of attention, the mental capabilities of a student have an impact on the learning process.

In a classroom where most of the students are intellectually gifted, the learning process might be smoother than in a class of slow learners (Jones et al. 1241). The reason behind it is that the type of students that a teacher is teaching affects the learning environment. Fast learners present lesser challenges than fast learners. With this in mind, it means that the learning environment is one of the major factors that affect the effectiveness of a teacher in the learning process (Cioffi, 32). Comment by Re'ven: Consider the purpose of having two smaller paragraphs here rather than a larger one, as the majority of your paragraphs up to this point have been longer in length. Having these shorter paragraphs here somewhat breaks up the structural consistency you have had for your paper thus far. A suggestion would be to decide if the information from the paragraphs could be merged into other existing paragraphs or if the two could be combined together in some way.

Even though there are cases where the learning environment cannot be changed, a teacher can change it to some extent (Murphy et al. 111). Considering the fact that a teacher wants nothing less than a successful class, it is important for a teacher to try to change the learning environment. The next paragraph focuses on the different ways that the teacher can change the learning environment and reduces the challenges that are presented.

A teacher can change the learning environment by focusing on the strengths of the majority of the students (Broady, 25). The main aim of the teacher is to educate and that means that the teacher should look into all areas that affect his or her processes of educating. A teacher can employ a strategy that will make it easier for each student to benefit. When the teacher targets a majority of students, he increases the number of people who have knowledge about the specific lesson or subject (Benjamin and Joan, 123). Fast learning students can be used as agents of spreading knowledge to students who did not grasp enough. A teacher can come up with groups that are led by the students who grasped the knowledge. Comment by Re'ven: A suggestion would be to use an ambiguous they here or identify both genders, as attributing a masculine or feminine pronoun to certain titles suggests that only males or only females can be in those positions. For example: A nurse is only as effective as her doctor allows A nurse is only as effective as their doctor allows.

Research has helped to understand that the teacher can also affect the process of learning without knowing. In this respect, it means that a teacher can directly or indirectly present challenges that might affect the learning process (Broady, 73). The first way a teacher can present challenges is if the teacher is not familiar with the working strategies. A teacher must be strategic for him or her to impact the learning process of the student (Jones et al. 1241). However, there is one challenge when it comes to strategies. A strategy must be working for it to be effective. When a teacher employs a strategy that does not work, he or she affects the learning process negatively. The reason behind it is that the strategy does not help to solve the problem at hand (Broady, 26). A teacher can affect the learning process by identifying the strategies that are working employing them. Apart from identifying strategies, a teacher can affect the learning environment by only focusing on what the student has been taught. Comment by Re'ven: Consider alternative phrasing, as you have used this portion of the sentence a few times before this point.

Students rely much on what they have been introduced to. Even though students must revise, they must be introduced to the basic knowledge by teachers (Broady, 29). In the process of planning for the lesson, it is important for the teacher to focus more on areas that teachers are familiar with (Broady, 69). This should be a consideration when handling assignments and tests. When the teacher presents something that students are familiar with, all that is needed for the students is to remember. When students are presented with tasks they have learned, the learning environment is bright (Cioffi, 21). However, when the teacher presents tasks that are derived from content that has not been presented and taught to students, the learning environment is dull (Broady, 43). The learning environment is in most cases affected by the attitude of students. When students have a positive attitude, the learning environment is friendly hence conducive (Benjamin and Joan, 113). Students also present a challenge to educators during the learning process. One of the challenges is the unwillingness of the student to grasp what the teacher is teaching. Comment by Re'ven: Good transition sentence!

Whereas there are students who are eager to grasp as much knowledge as possible, there is a section of students who willingly choose to give teachers a rough time (Jones et al. 1241). Research has revealed that there are students who go through the education process but do not challenge their minds. Such students are bright but fail to push their minds to the limit. The intention of every teacher is to make sure that the student gains. It is therefore the expectation of the teacher that the student will benefit. When teachers expect students to benefit, they might not easily give up (Broady, 30). The challenge, in this case, is that the teacher might be committed to a student who is not willing to benefit despite the fact that there are chances of benefiting (Jones et al. 1241). Such students frustrate the efforts of the teacher and at the same time, they waste the teacher’s time.

Teachers face the challenge of diversity. Diversity is one of the best things in the world but it does not come without a challenge (Broady, 43). The greatest challenge for diversity presents is the prevalence of people who have different needs. In the education sector, the issue is more serious because the education sector plays host to many people and they must be tested using similar assessments and criteria (Benjamin and Joan, 123). In a classroom, a teacher might have students who have different needs. Considering the fact that the teacher is expected to meet the need of every student is proof that diversity can be an issue.

When a teacher is in a classroom of fast and slow learners, teaching can be a challenge (Broady, 69). The reason behind it is that a section of students want a teacher who can only mention it to them once and they will grasp all the knowledge the teacher has shared (Broady, 43). On the other hand, another section of students does not easily understand and therefore there is a dire need for the educator to go over the topic again (Cioffi, 32). In the process of going over the topic or lessons, fast learners might feel like the teacher is wasting their time. Also, this might also slow their rate of recovery (Jones et al. 1241). Comment by Re'ven: Your “Literature Review” section needs a little work in regard to organization of ideas and concise discussion of those ideas. A suggestion would be to determine where you have similar or connecting ideas and decide how you can condense them and transition among them better.

How I will respond to the issue

The research has presented five different issues. In each of the issues, there is a dire need to employ certain strategies that will help to reduce the challenges. In this case, it is important to note that the elimination of challenges has an impact on students and teachers (Broady, 43). The teacher will be able to teach at ease. On the other hand, students will grasp the message of the teacher without a struggle. The following is a list of the challenges that were identified in this research and how I will respond to each of the challenges in my area of practice. Comment by Re'ven: Consider the purpose of having this sentence here in light of your heading for the section, as having both might be considered somewhat redundant.

a. The preparedness of the student

The preparedness of the student is as important as any other learning process. In some cases, an educator might have nothing to do with the unpreparedness of the student. However, the educator has the responsibility of making sure that the student is prepared. The strategy that I will use to address this issue is having a session with the students and educating them more about the draft (Broady, 43). During the learning process, there is one mistake that some of the teachers make. The mistake is associated with moving from one topic or lesson to another (Broady, 43). Transition helps to prepare the mind of the student. The teacher should briefly introduce the next lesson before fully investing time in it (Broady, 43). I will make sure that all transitions are smooth (Wang, 990). Doing so will help to prepare the students. Research has shown that when students are prepared, they tend to understand faster than students who are not prepared. This means that the teacher will not face a challenge when trying to help the student with the first draft (Wang, 990). Comment by Re'ven: A suggestion would be to develop more of your own ideas here. You do a good job of finding support for your thoughts, but being that this is meant to be a more personalized section, it might be helpful to talk in more detail, perhaps giving examples, about the ways you will address the topic at hand. Apply throughout.

b. Lack of a narrowed down scope

The best way to deal with the issue of the lack of a narrowed down scope is by ensuring that the scope is as simple and narrow as possible (Broady, 72). One point that is important to note is that the teaching process is not only affected by the strategies that the teacher employs but it is also affected by the content that the teacher shares with the students. When the content fails to be in tandem with the reasoning capacity of the student, the teaching process is affected adversely (Broady, 20). The adverse effects are seen in the inability of the student to perform in line with the expectations of the educator (Jones et al. 1241). The teacher is motivated to teach with the expectation that the student will understand what he or she is teaching and also benefit from it (Wang, 990).

c. The knowledge of the student on the topic

A teacher should be tested based on what he has learned. The best way to deal with the issue of topic knowledge is by making sure that the teachings are from the topics that the student is familiar with. It is unfair to test a student on what he or she has not yet learned (Wang, 990). I will deal with this issue by making sure that the topic of the draft is already covered. Not all students are familiar with drafting. It is therefore paramount for the teacher to enhance the knowledge of the student pertaining to the topic of research. When the teacher stays within the boundaries of what the student knows, the learning process is likely to be smooth. The reason behind it is that the two will be reading from the same scripts and at the same time, they will have the same understanding of the topic of research. Comment by Re'ven: Consider reviewing this sentence and determine if it correctly communicates your topic within this paragraph.

d. The availability of literature

In academic research, secondary data is more utilized than primary data. It, therefore, means that the availability of literature is a necessity. The mind of a human being and precisely a student is calculative (Luiselli, 23). When a person is presented with a challenge, the mind of a human being responds immediately and starts to collect data. It is for this reason why one is likely to turn down a complex task. The main reason is that the brain has already known that there is no supporting data for the topic or challenge. Before a teacher can decide to teach students about a draft, it is important to make sure that there is enough literature (Luiselli, 23). Comment by Re'ven: A suggestion would be to explain more about this idea, as it is an interesting but important one.

When there is no enough literature, the student is likely to withdraw his or her mind from the classroom. The concentration of a student is paramount in the learning process. When the student is not concentrated, the teacher is forced to use different strategies (Luiselli, 23). In some cases, it becomes a complete challenge for the teacher to help the students. When a student gets to know that there will be no data to revise, the student gives up (Wang, 990). Considering that the teacher does not know that the student gave up, the teacher might continue trying to employ different strategies. In this respect, it is no doubt that the teacher goes through challenges when there is no enough literature (Wang, 990). Comment by Re'ven: This is a typo. Typos can happen when you think faster than you write and can appear as misspelled words with mistyped letters, for example. Typos can be fixed with close review of sentence context and word choice. Apply throughout. Comment by Re'ven: Consider reviewing this paragraph and decide if this includes your personal approaches to this particular challenge.

e. Fore-thinking about the whole research

The best way to make sure that a student does not start thinking about he or she will tackle an issue is by presenting the student with the challenge that he or she can handle. In the education sector, the main aim is to enlighten and not challenge (Broady, 71). If a challenge has to be involved, it is important for a teacher to make sure that the challenge is within what the student has already learned (Cioffi, 32). One of the reasons why students start thinking about how they will build on a draft is that they are presented with a draft or a topic that they are not familiar with. As an educator, I would ensure that I also present challenges that students can pass (Broady, 69). There are different ways in which a teacher can make sure that a student is challenged in line with his or her capabilities. The paragraph below has focused on the first way which is assessing the student’s capabilities before teaching.

The capabilities of a student dictate if he or she is able to handle a given task. An educator must ensure to only present a student with activities that are within his or her capabilities (Cioffi, 32). Before beginning to help writers initiate and sustain first draft idea-generation, it is important for an educator to assess the capabilities of the students. Knowing the capabilities of students helps the educator to identify the best strategies to use to teach the student. When the teacher presents drafts that students can be able to build on, students pay attention to the learning processes because they do not have to worry about the lack of ideas and strategies to use when expounding on the draft. Assessing the capabilities of students is essential. Also, staying within the syllabus is paramount.

Syllabus helps to promote order in the education sector. The syllabus is set based on research that is conducted about the abilities of the student's brain. There is a close connection between the education capabilities of a student and the brain of a student (Luiselli, 23). The brain of a human being grows uniformly and in every stage of growth, there are changes. It is important for the teacher to make sure that the teaching strategies are in line with the mental capabilities of the student. Utilizing complex strategies or testing on complex areas that were not taught in class is a strategy that teachers should always employ. Comment by Re'ven: This contains a lack of article use. An article is a word that points to a specific noun, like a, an, the, this, that, these, or those. Since there is a specific noun here, an article needs to be used (e.g., the owl, a bird). You can review our resource on articles here.

Conclusion

Research has helped to understand the challenges that a teacher faces when he or she tries to help writers initiate and sustain first draft idea-generation. Some of the challenges are associated with the teacher where some are directly associated with the students. Research has concluded that it is important for teachers and students to know what works for them. When the teacher knows what works for the student, the teacher is able to overcome the challenges in place. At the same time, when the student gets to know more about his or her strengths, it becomes easier for the student to utilize them and benefit. Teachers must understand that students are different. Whereas some teaching strategies may be effective on some students, they might not be effective on others. With this knowledge, it is evident that it is important for a teacher to know more about the student and what works for the respective student. Comment by Re'ven: Good conclusive thoughts!

It is important for an educator to understand that students can only get what they have been introduced to. It becomes unfair to students when the teacher makes the decision of testing students based on what they have not been taught yet. Teachers can deal with some of the challenges by making sure that they only stay fixated to what students know and understand. When selecting draft topics, there is a dire need to make sure that there is enough literature that supports the topic. Also, it is vital to make sure that there is enough literature that guides students on how to draft an assignment and research. This is due to the fact that some of the students do not immediately grasp what they are taught. It is therefore important for them to have material and resources where they can turn to when they need to refer to something.

Works Cited

Benjamin, Amy, and Joan Berger. Teaching g rammar: What really works. Routledge, 2014. Comment by Re'ven: The title of the source should be written in title case. Apply throughout.

Broady, Elspeth. "Finding out what works." Language Learning Journal 30.1 (2004): 69-73. Comment by Re'ven: The title of the journal should be followed by a comma. Apply throughout. Comment by Re'ven: The abbreviation vol. should precede the volume number. Apply throughout. Comment by Re'ven: The journal title, volume number, issue number, and year should be followed with commas. Apply throughout. Comment by Re'ven: The abbreviation no. should precede the issue number. Apply throughout. Comment by Re'ven: No colons are used after the publication year. Apply throughout. Comment by Re'ven: The abbreviation for pages (pp.) should precede the page numbers. Apply throughout.

Cioffi, Frank L. The imaginative argument: A practical manifesto for writers. Princeton University Press, 2017.

Glenn, C., & Goldthwaite, M. A. The St. Martin's Guide to Teaching Writing. Bedford/St. Martin's. 2013.  Comment by Re'ven: Full names are written out in MLA format for up to two authors for a source. Comment by Re'ven: The second author’s name should be written using the first name-surname format (e.g., John Smith). Apply throughout. Comment by Re'ven: The publishing company should be followed by a comma, not a period.

Jones, Susan, Debra Myhill, and Trevor Bailey. "Grammar for writing? An investigation of the effects of contextualised grammar teaching on students’ writing." Reading and Writing 26.8 (2013): 1241-1263. Comment by Re'ven: Sources with three or more authors use the first author’s name inversely written followed by et al. (e.g., Universtiy, Liberty, et al.) Apply throughout.

Kebritchi, Mansureh, Angie Lipschuetz, and Lilia Santiague. "Issues and challenges for teaching successful online courses in higher education: A literature review." Journal of Educational Technology Systems 46.1 (2017): 4-29.

Luiselli, James K., ed. Applied Behavior Analysis Advanced Guidebook: A Manual for Professional Practice. Academic Press, 2017. Comment by Re'ven: The full title of editor should be used.

Murphy, Jamie, Charles Hofacker, and Ulrike Gretzel. "Dawning of the age of robots in hospitality and tourism: Challenges for teaching and research." European Journal of Tourism Research 15.2017 (2017): 104-111.

Academic P. WAC Clearinghouse Home - The WAC Clearinghouse.  https://wac.colostate.edu/docs/comppile/archives/fforum/fforum1(1)files/fforum1(1)pp13-back.pdf . (n.d) Comment by Re'ven: There should be an indication of a publication date right before the URL, not after it.

Wang, Ling. "Research on the Application of the Mind Map in English Grammar Teaching." Theory and Practice in Language Studies 9.8 (2019): 990-995. Comment by Re'ven: Thanks for using the OWC, Yolanda! This paper demonstrates your ability to talk about a topic and use sources where appropriate to support your thoughts and ideas. Some major areas to consider as you revise your paper are word choice, pronoun use, preposition use, punctuation use, conciseness, sentence structure, idea development and organization, and MLA formatting. As a reminder, any comment that contains the phrase “apply throughout” means that there were other occurrences of that particular issue in the assignment. If you feel that you require more assistance on this assignment, please do not hesitate to utilize our other services and resources, including requests for live sessions (found under the “Skype Appointments” section of our website here), our live chat, and our writing aids. You can also contact the OWC via email with any extensive questions. Finally, you are welcome to fill out a survey about your experience. It has been a pleasure assisting you with your writing efforts. God be with you!