I am uploading the feedback for week 5 here because this is the paper that needs to be worked on and the Professor has placed the feedback in the paper. I have also included the Professor feedback.By now, you have received multiple weeks of feedback from your Instructor. Are you consistently and thoughtfully addressing their feedback in your revisions? Please do so, as feedback is intended to be considered and appropriately addressed. In addition, you will want to review your work for further revisions, ensuring your writing is clear and precise.For this Assignment, you will review the Learning Resources on feedback, and flow and cohesion. With the principles outlined in the Learning Resources in mind, you will further revise your paragraph from the Week 5 Assignment.To prepare for this Assignment:Review the Learning Resources on feedback, and flow and cohesion.Review feedback obtained from your Instructor (weekly assignments) and from colleagues (Discussion posts). You may wish to make a list of topics that your Instructor has raised in their feedback to you over the previous weeks, and construct a reference file for use in your future revisions.The Assignment:Revise the three paragraphs from the Week 5 Assignment, addressing relevant feedback from your Instructor. You may also add new content to your paragraphs.By Day 7Submit your Assignment using the Walden Course Paper template.Monica, overall, this is very well done. You have a great start here, and I just had a few concerns about source use, clarity, and a few instances of sentence issues.Please see my feedback in the attached file. I have made the comments in Word to make it easier to revise.I hope my feedback is helpful!Crystal
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wk5_assgn_patrickm_writing_feedback.docx

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Title of the Paper in Full Goes Here
Student Name Here
Walden University
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Abstract
Abstracts are not required for all course papers. Please ask your instructor if you have questions
regarding whether an abstract is required for a particular assignment.
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Title of the Paper in Full Goes Here
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kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA
bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt
uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll
mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc
dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv
wwww xxxx yyyy zzzz.
Level 1 Heading
AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq
rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj
kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA
bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt
uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll
mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc
dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv
wwww xxxx yyyy zzzz.
Level 2 Heading
AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq
rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj
kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA
bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt
4
uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll
mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc
dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv
wwww xxxx yyyy zzzz.
Another Level 2 Heading
AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq
rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj
kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA
bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt
uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll
mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc
dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv
wwww xxxx yyyy zzzz.
Level 3 heading. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn
oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff
gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx
yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp
qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh
iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Level 4 heading. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm. AAA
bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt
uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll
mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
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Level 4 heading. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm. AAA
bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt
uuuu vvvv wwww xxxx yyyy zzzz.
Level 3 heading. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn
oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff
gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx
yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp
qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Level 1 Heading
AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq
rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj
kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA
bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt
uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll
mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc
dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv
wwww xxxx yyyy zzzz.
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References
(Please note that the following references are intended as examples only.)
Alexander, G., & Bonaparte, N. (2008). My way or the highway that I built. Ancient Dictators,
25(7), 14-31. doi:10.8220/CTCE.52.1.23-91
Babar, E. (2007). The art of being a French elephant. Adventurous Cartoon Animals, 19, 43194392. Retrieved from http://www.elephants104.ace.org
Bumstead, D. (2009). The essentials: Sandwiches and sleep. Journals of Famous Loafers, 5, 565582. doi:12.2847/CEDG.39.2.51-71
Hansel, G., & Gretel, D. (1973). Candied houses and unfriendly occupants. Thousand Oaks, CA:
Fairy Tale Publishing.
Hera, J. (2008). Why Paris was wrong. Journal of Greek Goddess Sore Spots, 20(4), 19-21. doi:
15.555/GGE.64.1.76-82
Laureate Education, Inc. (Producer). (2007). How to cite a video: The city is always Baltimore
[DVD]. Baltimore, MD: Author.
Laureate Education, Inc. (Producer). (2010). Name of program [Video webcast]. Retrieved from
http://www.courseurl.com
Sinatra, F. (2008). Zing! Went the strings of my heart. Making Good Songs Great, 18(3), 31-22.
Retrieved from http://articlesextollingrecordingsofyore.192/fs.com
Smasfaldi, H., Wareumph, I., Aeoli, Q., Rickies, F., Furoush, P., Aaegrade, V., … Fiiel, B.
(2005). The art of correcting surname mispronunciation. New York, NY: Supportive
Publisher Press. Retrieved from
http://www.onewaytociteelectronicbooksperAPA7.02.com
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White, S., & Red, R. (2001). Stop and smell the what now? Floral arranging for beginners
(Research Report No. 40-921). Retrieved from University of Wooded Glen, Center for
Aesthetic Improvements in Fairy Tales website: http://www.uwg.caift/~40_921.pdf
Writing II
Monica Patrick
Week 5
Small sized classrooms can be beneficial, specifically in boosting students’ academic
performance. According to Qiu, Hewitt, and Brett (2012), a class size of no more than 20
students per instructor is the best size recommended for any institution that intends to reap
benefits from their tutors. In fact, low-income students’ and other minority are likely to be the
greatest beneficiaries of these small classes. Sanders et al. (1997) the experience and preparation
of instructors play a fundamental role in the failure or success of class size expansion or
reduction programs. For instance, the decline in the scale of the classroom will undoubtedly have
no major effect if at all there is an insufficient number of well-qualified instructors and classes.
However, reducing the size of the class presents tutors with an opportunity to develop
professionally and come up with a rigorous curriculum. Therefore, the size of the classroom is
the primary determinant of the performing power of the student. It is importance to ensure the
instructor has a class where he or she can handle the students and remain beneficial at all time
since the instructor will be motivated.
Even in light of such conclusions which imply no relationship between student
achievement, class size, and instructor performance; certainly, enhancing the size of the class has
a striking effect on the performance of both the instructor and the students. Research indicates
that there are not only positive effects of increased class size on instructor’s performance but also
substantial academic gains can be achieved when an institution adopts class size reduction
programs that are well crafted and implemented. That is, student performance is not only the
primary factor in play since the potential benefits of small sized classes must measure against the
associated costs (Hoxby, 2002). Indeed, reduction in the size of classes is a great technique since
it will compel institutions’ to hire more instructors, add the number of classrooms and purchase
additional supplies. There is a substantive relationship between the size of the class, achievement
of the student and at the same time, the performance of the instructor and there is the need for
ensuring that there is putting such consideration when coming up with an institution. If the
instructor has manageable classes, he or she will able to analyze the problems with every learner
and will help the students in remaining achievers or performers.
The academic environment keeps on evolving, and so the advent of online education,
which is likely to replace face-to-face classroom, encounters between the tutor and the student.
Some researchers are of the view that, for the current school system to hold its relevance then the
caliber of instructors hired should be of the highest quality available since this corresponds with
the future of teaching, which is online education (West & Woessmann, 2003). The advent of
technology in almost every sector has emphasized the need for online education. As an example,
accessibility to the internet is so prevalent in many regions such that students of all age groups
are enrolling for online programs as opposed to physical classrooms. Through time, online
education has become one of the most sought after source of knowledge since there is a high
sense of flexibility under this platform where the tutor can handle multiple numbers of students
in any given session. The form of education has reduced the level of interaction between the
instructor and the students. The impact on results of the students can sometimes get too difficult
for the student to absorb knowledge online without practical examples as an average physical
classroom (Qiu, Hewitt & Brett, 2012). If there is involvement of the students and instructors
online, it is more efficient for the instructor to handle a large number of students than being
involved in physical classes. Therefore, it is importance to capitalize the usage of technology to
ensure the learning system remains efficient to the students and instructors.
References
Hoxby, C. M. (2002). The cost of accountability (No. w8855). National Bureau of Economic
Research.
Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic
Sanders, W. L., Wright, S. P., & Horn, S. P. (1997). Tutor and classroom perspective on
Learner success: Implications for instructor assessment. Periodical of human resources
assessment in education, 11(1), 57-67.
Qiu, M., Hewitt, J., & Brett, C. (2012). Online class size, note reading, note writing and
collaborative discourse. Intercontinental periodical of Computer-Supported shared
Learning, 7(3), 423-442. Achievement. Econometrica, 73(2), 417-458.

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