• Identify passages that exhibit effective scholarly writing and include comments explaining what makes the passages effective. Use comment bubbles and track changes to identify these passages.
• Identify passages of ineffective scholarly writing. Use Track Changes to suggest appropriate revisions and add comments to provide feedback and encouragement for improving the writing.

The level of student engagement in a classroom can make or break the educational experience of both the student and the teacher in a given academic setting. It can determine things like classroom atmosphere, level of control on the part of the educator, and the amount of information students retain. According to Galloway and Bute (2019),when students are engaged in the learning process, they are more likely to have aninterest in the subject matter and experience heightened attention and concentration.[cp1] When educators are able to engage students to the point of creating interest in the content, the classroom dynamic is likely to be more enjoyable for both student and teacher because both parties are better able to participate in academic exploration. Galloway and Bute also argued that engagement "intensifies a student's attention, making it easier for them to remember what they learned" (p. 126[cp2]). If students are engaged enough to value the information they learn in the classroom, they are in turn more likely to retain the skills they acquire. Engagement in the classroom thus influences the amount of learning retention that occurs in the classroom.

SAMPLE 2

The level of student engagement in a classroom can make or break the educational experience of both the student and the teacher in a given academic setting. It can determine things like classroom atmosphere, level of control on the part of the educator, and the amount of information students retain. According to Galloway and Bute (2019),when students are engaged in the learning process, they are more likely to have aninterest in the subject matter and experience heightened attention and concentration. When educators are able to engage students to the point of creating interest in the subject matter, the classroom dynamic is likely to be more enjoyable for both student and teacher because both parties are better able to participate in academic exploration. Brown (2020) built upon Galloway and Bute's ideas arguing that engagement "intensifies a student's attention, making it easier for them to remember what they learned" (p. 126). If students are engaged enough to value the information they learn in the classroom, they are in turn more likely to retain the skills they acquire. Engagement in the classroom thus influences the amount of learning retention that occurs in the classroom.

SAMPLE 3

According to Galloway and Bute (2012),when students are engaged in the learning process, they are more likely to have aninterest in the subject matter and experience heightened attention and concentration. Brown (2020) built upon Galloway and Bute's ideas arguing that engagement "intensifies a student's attention, making it easier for them to remember what they learned" (p. 126). The level of student engagement in a classroom can make or break the educational experience of both the student and the teacher in a given academic setting. It can determine things like classroom atmosphere, level of control on the part of the educator, and the amount of information students retain. When educators are able to engage students to the point of creating interest in the subject matter, the classroom dynamic is likely to be more enjoyable for both student and teacher because both parties are better able to participate in academic exploration. If students are engaged enough to value the information they learn in the classroom, they are in turn more likely to retain the skills they acquire. Engagement in the classroom thus influences the amount of learning retention that occurs in the classroom.

SAMPLE 4

Achieving student engagement can be a trying task for educators in general, but perhaps even more so for teachers of required courses, including writing courses. This is because required writing courses are viewed by many students as "a requirement to be gotten out of the way" (Brooks et al., 2021, p. 451). Though many students may be unaware of the transferability of the skills they learn in required writing courses, many are aware of the fact that something is at stake as they sit through each class period: their grade. Ottis (2019) weighed in on this idea, saying, "for some students, grades matter more than learning to effectively communicate" (p. 21). The incorporation of cultural studies into the writing classroom can promote awareness of social and cultural ideologies, teach students how to identify and form an educated stance, and empower students through cultural self-discoveryall of which can result in student engagement in the classroom.

SAMPLE 5

Achieving student engagement can be a trying task for educators in general, but perhaps even more so for teachers of required courses, including writing courses. This is because required writing courses are viewed by many students as "a requirement to be gotten out of the way" (Brooks et al., 2021, p. 451). LeMay and Rippeth (2020) reported that many students characterize the writing they do in required writing courses as "fluff," and "flowery" (p. 125). Yet when asked to characterize the writing they performed in other classes, students described this writing as "concise" and "to the point" (LeMay & Rippeth, 2020, p. 125).

SAMPLE 6

Achieving student engagement can be a trying task for educators in general, but perhaps even more so for teachers of required courses, including writing courses. This is because required writing courses are viewed by many students as "a requirement to be gotten out of the way" (Brooks et al., 2021, p. 451). This attitude of on the part of students creates a problematic situation for educators because students with this frame of mind often struggle to value the curriculum. LeMay and Rippeth (2020) reported that many students characterize the writing they do in required writing courses as "fluff," and "flowery" (p. 125). Yet when asked to characterize the writing they performed in other classes, students described this writing as "concise" and "to the point" (LeMay & Rippeth, 2020, p. 125). These perceived differences in writing imply students are failing to value in the skills they learn in required writing courses, and thus are perhaps unable to see the potential of transferability of these skills into other courses that require writing.

SAMPLE 7

Teachers that teach required writing courses have it tough. "A requirement to be gotten out of the way" is how students feel (Brooks et al., 2021, p. 451). Students that think writing courses are a requirement to be gotten out of the way might not be engaged. LeMay and Rippeth (2020) said some students see writing as "fluff," and "flowery" (p. 125). But others said writing is "concise" and "to the point" (LeMay & Rippeth, 2020, p. 125). These different opinions prove that students don't value writing education, and then won't be able to use their writing skills in other classes.

SAMPLE 8

Achieving student engagement can be a trying task for educators in general, but perhaps even more so for teachers of required courses, including writing courses. This is because required writing courses are viewed by many students as "a requirement to be gotten out of the way" (Brooks et al., 2021, p. 451). This attitude of on the part of students creates a problematic situation for educators because students with this frame of mind often struggle to value the curriculum. LeMay and Rippeth (2020) reported that many students characterize the writing they do in required writing courses as "fluff," and "flowery" (p. 125). Yet when asked to characterize the writing they performed in other classes, students described this writing as "concise" and "to the point" (LeMay & Rippeth, 2020, p. 125). These perceived differences in writing imply students are failing to value in the skills they learn in required writing courses, and thus are perhaps unable to see the potential of transferability of these skills into other courses that require writing.

Students are more worried about their grades than their writing. "For some students, grades matter more than learning to effectively communicate" (Ottis, 2019, p. 21). According to Ottis, some students just want to get in and get on with it when it comes to writing courses. Students can't learn writing skills if they are just worried about their grades. The goals of writing courses won't be achieved by these students.

SAMPLE 9

Though many students may be unaware of the transferability of the skills they learn in required writing courses, many are aware of the fact that something is at stake as they sit through each class period: their grade. Ottis (2019) weighed in on this idea, saying, "for some students, grades matter more than learning to effectively communicate" (p. 21). According to Ottis, some students are only engaged in the composition process enough to achieve their desired grade so they can, in essence, move on. The universal goals of required writing courses will not be achieved by a student who possesses the singular desire to get a "good grade" because learning and retaining skills are not a primary focus.

[cp1]his passage is effective because it clearly states the authors' findings and uses precise language to describe the impact of student engagement.

• [cp2]Effective scholarly writing includes proper citations to support claims and provide evidence.