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I need help with this assignment. Attached is the instruction and rubric on the assignment. Please let me know if you need any more details.ENG 122 Summative Assessment Part One Guidelines and Rubric
Feedback and Revision Reflection

Overview: In this module, you learned about some different strategies for revising your writing. In this assignment, you will review your instructor’s feedback on
your writing plan and consider how you will incorporate that feedback to further develop your thoughts as you prepare to write your first draft of the critical
analysis essay.

Prompt: For this reflection assignment, you will make some choices about your approach to your critical analysis essay based on your understanding of revision
and the feedback on your writing plan provided by your instructor. You’ll also discuss who your intended audience is and what you hope to accomplish with your
essay.

Specifically, the following critical elements must be addressed:

I. Feedback and Revision Reflection: Use this reflection to gather your thoughts and determine a strategy for writing your critical analysis essay based on
your instructor’s feedback on your writing plan.

A. Think about your experiences with revision in the past. What approaches to revision have worked well for you? [ENG-122-03]
B. What revision strategy from the Module Five content would you like to try when revising your critical analysis essay? [ENG-122-03]
C. Review your writing plan and the feedback provided by your instructor. How does this feedback influence your ideas about your selected

reading? [ENG-122-03]
D. What changes will you make to your analysis now that you have received this outside feedback? [ENG-122-03]

II. Audience: Use this part of your reflection to consider your audience and purpose.
A. Imagine that your essay will be read by an audience beyond your instructor. Identify an audience that might benefit from reading your essay and

describe some of this audience’s characteristics. [ENG-122-01]
B. What potential challenges could you have connecting with this audience with your writing? [ENG-122-01]

C. Identify some choices you can make within your writing to connect with this audience. [ENG-122-01]

Rubric

Guidelines for Submission: Save your work in a Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Then,
check your writing for errors. Once you have proofread your document, submit it via the Summative Assessment Part One: Feedback and Revision Reflection
link in Brightspace

Critical Elements Exemplary Proficient Needs Improvement Not Evident Value

Feedback and
Revision

Reflection:
Approaches to

Revision
[ENG-122-03]

Meets “Proficient” criteria and
cites specific, relevant examples
of successful approaches
(100%)

Describes previous approaches
to revisions (85%)

Describes previous approaches
to revisions, but response is
unclear or cursory (55%)

Does not describe previous
approaches to revisions (0%)

11.25

Feedback and
Revision

Reflection:
Revision Strategy

[ENG-122-03]

Ident10/11/2020 EBSCOhost

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Title:
Authors:
Source:

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ISSN:

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Record: 1

Some Lessons From The Assembly Line.

Braaksma, Andrew

Newsweek. 9/12/2005, Vol. 146 Issue 11, p17-17. 1p. 1 Color
Photograph.

Article

COLLEGE students
INDUSTRIAL workers
APPRENTICES
OCCUPATIONS
COLLEGE environment

UNITED States

Describes the author’s experiences with summer jobs and the
differences with college life. Comparison of the difficulties of working 12-
hour days in a factory with leisurely college life; Lessons learned about
the value of education; How the author applies his factory work lessons
to his college studies; Why the author chooses to work in a factory and
live at home during the summer; Discussion of the value of his work
experiences.

890

0028-9604

18139488

Military & Government Collection

My Turn

Some Lessons From The Assembly Line

Sweating away my summers as a factory worker makes me more than happy to hit the books.
Last June, as I stood behind the bright orange guard door of the machine, listening to the crackling hiss of the
automatic welders, I thought about how different my life had been just a few weeks earlier. Then, I was writing
an essay about French literature to complete my last exam of the spring semester at college. Now I stood in an
automotive plant in southwest Michigan, making subassemblies for a car manufacturer.

I have worked as a temp in the factories surrounding my hometown every summer since I graduated from high
school, but making the transition between school and full-time blue-collar work during the break never gets any
easier. For a student like me who considers any class before noon to be uncivilized, getting to a factory by 6
o’clock each morning, where rows of hulking, spark-showering machines have replaced the lush campus and
cavernous lecture halls of college life, is torture. There my time is spent stamping, cutting, welding, moving or
assembling parts, the rigid work schedules and quotas of the plant making days spent studying and watching
“SportsCenter” seem like a million years ago.

I chose to do this work, rather than bus tables or fold sweatshirts at the Gap, for the overtime pay and because
living at home is infinitely cheaper than living on campus for the summer. My friends who take easier, part-time
jobs never seem to understand why I’m so relieved to be back at school in the fall or that my summer vacation
has been anything but a vacation.

10/11/2020 EBSCOhost

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There are few things as cocksure as a college student who has never been out in the real world, and people
my age always seem to overestimate the valu

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