get a college papers

get a college papers

Exploring the Impact of College Papers on Student Learning and Academic Success

1. Introduction to College Papers

College papers are one of the most important tools used by college instructors to help college students learn about the subject and to enable them to demonstrate their knowledge and understanding. The writing of extensive papers is one of the most frequent educational experiences reported by college students, and the grading of those papers is the most time-consuming instructional activity for college instructors. The United States has the world’s highest rate of college participation (the percentage of those 18-24 who are enrolled in college). Policymakers in the U.S. want to hold college teachers accountable for college student learning. In addition, scholars want to understand more about the connection between college writing, college success, and adult literacy levels. This paper takes the first steps along both of those paths.

Introduction to the College Paper The term “college paper” refers here to papers of six or more pages that are written for post-secondary level courses. They come in two basic types. Library research papers constitute about 75% of the college papers written. Personal essays, literature reviews, book reviews, and critical analyses are other common types of college papers. College papers are highly consequential assignments in college classrooms. Thirty-four surveys of college writing published between 1988-1999 report that college papers make up between approximately 40-90% of students’ grades. Grades on college papers are distributed in roughly the same way grades on smaller writing assignments are. About 60% of college paper grades fall in the A-B range, and about 40% fall in the C-F range.

2. The Role of College Papers in Developing Critical Thinking and Analytical Skills

College papers play a critical role in helping develop individual students’ critical thinking and analytical skills. When writing these papers, individuals engage in activities that require extensive mental processing. Individuals must interpret large quantities of information, analyze this information, apply it, and synthesize it to answer various questions. Examples of various papers include research papers, library papers, reaction/analysis papers, composition papers, report writing, formal or informal, and writing lab or service learning papers.

It is no surprise that a number of scholars and educators have examined the relationships among critical thinking, writing, and college-level writing assignments. Their work in general has helped to delineate the relationships among writing, thought, the teaching of writing at the university level, and various outcomes achieved by university students. Clearings, for instance, questions the empirical evidence that clearly shows writing improves upper level thinking. When writing college-level papers, and focusing on these higher- or critical-thinking types of writing, researchers, professors, and instructors list a number of writing activities that also engage students in critical thinking.

Research has shown us that college-level writing activities are different than high school writing in that the rigor and standards for college writing are generally higher. High school English composition writing may be aimed more at creativity whereas college writing is generally aimed more at improving critical thinking skills. And since critical thinking is closely related to other key goals of education, such as effective writing, thoughtful reading, and effective speaking, it is logical to expect that writing can aid in students’ academic success. In turn, a direct result of academic success is increased maturity as well as personal, professional, and public achievement.

3. Strategies for Effective Research and Writing in College Papers

Effective research and writing strategies for college papers

A literature review is the first step in doing valuable research as it exposes the paper-writer to current knowledge or knowledge within one’s own range. To write an effective college paper, it is also important to formulate a new thesis, thereby gathering new data. It is also important to structure arguments in a way that will engage the 21st-century reader. The evidence should not be used as a separate entity but should be interpreted in a way that will make it easier for the audience to grasp the content. The methods will vary between the fields of research. In fact, this is why we went from meeting all of Tutor Hub into only researching college papers exclusively. Moreover, incorporating this textbook application into any course across the curriculum is likely to increase student learning and classroom performance on state, national, and professional exams.

This book critically analyzes past and current research and action in the field. While helpful, the existing research has not provided sufficiently informed and detailed directions for practice in college paper writing instruction. This is perhaps because so little is currently known about what makes for an effective college paper in the varying fields of college academia. The connections between instruction, learning outcomes, and assessment have not been made to offer a detailed model or tools to write college papers.

4. Assessment and Feedback for College Papers

There are various things that can help an instructor to assess the quality of a college paper, and thus, to distribute grades. This can include adherence to a pre- or co-constructed rubric or indicative of clearer expression of a given idea or set of ideas, among other things. It is best, in general, if such decisions are clear to students because the greatest benefits of the assessments are not the grades themselves, but the feedback on them. This is sometimes given in the margin, sometimes on a separate page, and sometimes both. Sometimes it is also either oral, via Zoom, or Live Classroom 1. Whatever form it takes, the most effective feedback is constructive: it identifies areas in need of improvement, and it clearly indicates potential paths for improvement.

This specific sort of feedback has value above and beyond the score assigned to it, since it can aid in student learning and skill development. Developing an ability to efficiently and effectively use feedback in this way is also a means of developing many of the skills that we have been hired in part to teach, skills like clear communication and writing, critical and creative thinking, problem solving, integrative learning. This is why the university is so intensely interested in assessing students’ work, often counting it more than once. The university is, after all, interested in both student excellence and process as part of accountability and improvement efforts, particularly at graduation and sometimes at program/school levels.

5. Conclusion and Future Directions

4. Conclusion and Future Directions

In sum, this essay has investigated the role of the college paper in student learning and academic success. We find three primary types of contributions: paper-to-self, paper-to-past reader, and paper-to-present reader. Specifically, we propose that the college paper can cultivate a disposition toward metacognitive reflection in individual students to help them better align their interests and goals, support students in developing better reading comprehension and decoding-context-influencers, and aid in enhancing the depth and retention of a given unit’s objectives.

Looking to the future, we encourage research on full-writing-process courses, faculty experiences with and perspectives on college papers, and the connection between papers and the workplace. Since college papers are an assumption in university courses, compensating and non-compensating, there could be potential implications for the composition of academic advising professionals who guide students toward success in university and into meaningful work.

In conclusion, it is important to note that college papers are not only an individual assignment protocol but an assumption made in education and university. In order to know that students have learned and to deliver credit indicating learning, instructors have been trained to require that students learn a little, finish with texts, and submit those texts for evaluation. Typically, those texts are papers or on papers (e.g., pre-writing, outlines, multi-modal deliverables, and response papers). It is time that the “two” college paper experiences are understood and integrated into curricula and assignments so that we can ensure every paper assigned increases student learning and professional development opportunities in all preferences and learning styles.