Assignment 3:

Revise the draft you have written, utilizing the feedback from your peer review. Complete your revision in conjunction with the guidelines for the first draft assignment given in Topic 6.

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Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

ENG-105 Peer Review Worksheet: Commentary

Part of your responsibility as a student in this course is to provide quality feedback to your peers that will help them to improve their writing skills. This worksheet will assist you in providing that feedback. To highlight the text and type over the information in the boxes on this worksheet, double-click on the first word.

Name of the draft’s author:

Name of the peer reviewer:


After reading through the draft one time, write a summary (3-5 sentences) of the paper that includes your assessment of how well the essay meets the assignment requirements as specified in the syllabus and the rubric.

I believe that you did very well on this assignment regaurding the requirements. After reading this essay one time i have gathered this essay is about the effect of Adhd on children at school. this essay talks about the difficulties that kids go throw during their years in school.

After a second, closer reading of the draft, answer each of the following questions. Positive answers will give you specific elements of the draft to praise; negative answers will indicate areas in need of improvement and revision. Please be sure to indicate at least three positive aspects of the draft and at least three areas for improvement in reply to the questions at the bottom of this worksheet.
Commentary Content and Ideas
· How effectively does the thesis statement identify the main points that the writer would like to make in this commentary?
Your thesis statement has effectivley indentified the main topic of this essay.
· How descriptive is the writer’s choice of a label to name the issue in question?
The name you have labeled was very discriptive and good job on that.
· How effectively does the writer frame an issue at the beginning of the essay?
The writer has gone into detail about this and draws the reader in more by doing this.
· How effective is the writer’s analysis of the issue in terms of causes and consequences?
The effectiveness of the writers analisis of the issue was good and very understanding for the reader.
· How persuasively is evidence used to support assertions and enrich the essay?
I was persuaded the entire essay so i would say very persuasive.
How effectively does the essay’s content support the thesis by using strategies appropriate for commentaries, as outlined in chapter 10 of Writing with Purpose?
the writer obviously used what we learned in chapter ten to write their thesis statement.

· How effectively does the introduction engage the reader while providing an overview of the paper?
The intro is very good in my opinion i was engaged from the moment i started reading.
· Please identify the writer’s thesis and quote it in the box below.
The ADHD symptoms like incapacity to concentrate, trouble remaining still, and trouble managing impulses may make it complex for kids having the sickness to perform well in school.
· How effectively do the paragraphs develop the topic sentence and advance the essay’s ideas?
This essay had a great flow to it.
· How effectively does the conclusion provide a strong, satisfying ending, not a mere summary of the essay?
the conclusion of this essay was very strong and was not a summary.

· How closely does the paper follow APA formatting style? Is it double-spaced in 12 pt. Times New Roman font? Does it have 1″ margins? Does it use headers (page numbers using appropriate header function)? Does it have a proper heading (with student’s name, date, course, and instructor’s name)?

|_|Yes |_|No Add optional clarification here
· Are all information, quotations, and borrowed ideas cited in parenthetical APA format?
|_|Yes |_|No Add optional clarification here
· Are all sources listed on the references page in APA format?
|_|Yes |_|No Add optional clarification here
· Is the required minimum number of sources listed?
|_|Yes |_|No Add optional clarification here
Language Use and Style
· Are the voice and tone of the essay effective in characterizing ideas and creating the appropriate mood? If “No,” please provide examples of ineffective or inappropriate voice and tone.
|_|Yes |_|No Add optional clarification here
· How effectively does the paper incorporate a variety of sentence structures that strengthen the ideas, create vitality, and avoid choppiness in the writing?
|_|Yes |_|No Add optional clarification here
· How would you assess the writer’s diction (i.e., word choice)? Does the writer use active verbs, concrete nouns, and precise words?
|_|Yes |_|No Add optional clarification here

Grammar and Mechanics
· Does the writer use proper grammar, punctuation, and spelling? If “No,” please provide examples of errors in need of correction.
|_|Yes |_|No Add optional clarification here
· Is the writing clear and comprehensible throughout the draft? If “No,” please provide examples in need of improvement.
|_|Yes |_|No Add optional clarification here

Three things that I liked about your draft are:
1. i liked you introduction to this essay.
2. i liked your thesis statment
3. i liked your conclusion

Three things that could be improved are:
1. improvement, the title
2. make sure all your words are spelled correctly
3. make sure grammer checks out in your essay.


Typing Template for APA Papers: A Sample of Proper Formatting for APA Style

Student A. Sample

College Name, Grand Canyon University

Course Number: Course Title

Instructor’s Name



Assignment Due Date

Typing Template for APA Papers: A Sample of Proper Formatting for APA Style

This is an electronic template for papers written according to the style of the American Psychological Association (APA, 2020) as outlined in the seventh edition of the Publication Manual of the American Psychological Association. The purpose of the template is to help students set the margins and spacing. Margins are set at 1 inch for top, bottom, left, and right. The text is left-justified only; that means the left margin is straight, but the right margin is ragged. Each paragraph is indented 0.5 inch. It is best to use the tab key to indent, or set a first-line indent in the paragraph settings. The line spacing is double throughout the paper, even on the reference page. One space is used after punctuation at the end of sentences. The font style used in this template is Times New Roman and the font size is 12 point. This font and size is required for GCU papers.

The Section Heading

The heading above would be used if you want to have your paper divided into sections based on content. This is a Level 1 heading, and it is centered and bolded, and the initial word and each word of four or more letters is capitalized. The heading should be a short descriptor of the section. Note that not all papers will have headings or subheadings in them. Papers for beginning undergraduate courses (100 or 200 level) will generally not need headings beyond Level 1. The paper title serves as the heading for the first paragraph of the paper, so “Introduction” is not used as a heading.

Subsection Heading

The subheading above would be used if there are several sections within the topic labeled in a first level heading. This is a Level 2 heading, and it is flush left and bolded, and the initial word and each word of four or more letters is capitalized.

Subsection Heading

APA dictates that you should avoid having only one subsection heading and subsection within a section. In other words, use at least two subheadings under a main heading, or do not use any at all. Headings are used in order, so a paper must use Level 1 before using Level 2. Do not adjust spacing to change where on the page a heading falls, even if it would be the last line on a page.

The Title Page

When you are ready to write, and after having read these instructions completely, you can delete these directions and start typing. The formatting should stay the same. You will also need to change the items on the title page. Fill in your own title, name, course, college, instructor, and date. List the college to which the course belongs, such as College of Theology, College of Business, or College of Humanities and Social Sciences. GCU uses three letters and numbers with a hyphen for course numbers, such as CWV-101 or UNV-104. The date should be written as Month Day, Year. Spell out the month name.

Formatting References and Citations

APA Style includes rules for citing resources. The Publication Manual (APA, 2020) also discusses the desired tone of writing, grammar, punctuation, formatting for numbers, and a variety of other important topics. Although APA Style rules are used in this template, the purpose of the template is only to demonstrate spacing and the general parts of the paper. GCU has prepared an APA Style Guide available in the Student Success Center and on the GCU Library’s Citing Sources in APA guide ( for help in correctly formatting according to APA Style.

The reference list should appear at the end of a paper. It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text. A sample reference page is included below. This page includes examples of how to format different reference types. The first reference is to a webpage without a clear date, which is common with organizational websites (American Nurses Association, n.d.). Next is the Publication Manual referred to throughout this template (APA, 2020). Notice that the manual reference includes the DOI number, even though this is a print book, as the DOI was listed on book, and does not include a publisher name since the publisher is also the author. A journal article reference will also often include a DOI, and as this article has four authors, only the first would appear in the in-text citation (Copeland et al., 2013). Government publications like the Treatment Improvement Protocol series documents from the Center for Substance Abuse Treatment (2014) are another common source found online. A book without a DOI is the last example (Holland & Forrest, 2017).


American Nurses Association. (n.d.). Scope of practice.

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).

Center for Substance Abuse Treatment. (2014). Improving cultural competence (HHS Publication No. 14-4849). U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration.

Copeland, T., Henderson, B., Mayer, B., & Nicholson, S. (2013). Three different paths for tabletop gaming in school libraries. Library Trends, 61(4), 825–835.

Holland, R. A., & Forrest, B. K. (2017). Good arguments: Making your case in writing and public speaking. Baker Academic.



College of Education


August 3, 2022

Impact of ADHD on a Child’s Schooling

Attention deficit hyperactivity disorder (ADHD) is one of the recurrent behavioral conditions impacting around 3–6% of school-age kids (Goulardins et al., 2017). It has been detected more in boys than girls, even though there is no evidence scientifically. Most children with ADHD begin school before the detection of ADHD. Tutors are occasionally the first to realize the possible symptoms of ADHD. The teachers may discuss it with the kid’s parents. The parent may then have the child assessed by a health care source to confirm the existence of ADHD. Children with ADHD experience extra difficulties in their course to succeed than the average learner. The ADHD symptoms like incapacity to concentrate, trouble remaining still, and trouble managing impulses may make it complex for kids having the sickness to perform well in school.

ADHD impacts around 3% to 10% of kids within the United States (Sayal et al., 2018). Children experiencing ADHD regularly evidence home- and school-linked difficulties, comprising disruptive classroom conduct, reduced correctness on homework, difficulties with study abilities, problems in social relations, and trouble following tutor and parent guidelines, all of which might bring about substantial impairment at school, home, and in the society. Given the frequency of the sickness and the considerable impairment suffered by children detected with this condition, ADHD is documented as a prominent public health concern.

Children having ADHD are evidently at threat of early failure at school. Even though the ADHD symptoms openly add to educational and peer rapport shortages, risk elements within the family setting circuitously add to their absence of readiness to perform proficiently in school. Kids experiencing ADHD tend to have traumatic and conflicting relations with their parents making it hard for them to create and sustain solid parent-child connections or relationships. Failure to develop strong relationships with caregivers might add to self-control shortages. These shortages might bring about difficulty building strong relationships with grown-ups and peers in school, which can bring about educational impairments. Moreover, children who have problems with self-regulation regularly show lower degrees of academic commitment and inspiration than learners without these complications, which also adversely impacts educational outcomes

Educational performance is one of the fields of great trouble for children diagnosed with ADHD. The volume of academic work and their overall performance are significantly impacted. It is ADHD that deters how far the victim is probable to advance in education (Sayal et al., 2018). Children with ADHD are more likely to get within similar social circles and have equivalent education levels. Virtually all the reported cases of ADHD visiting hospitals are recognized with meager performance in their learning (Centers for Disease Control and Prevention, 2022). There are two fundamental difficulties acknowledged that they are incapable of doing as much as ordinary children do that is anticipated for them; consequently, it brings about pitiable performance. Secondly, their capacity levels are somewhat inferior to other children with no ADHD.

About 40% or further kids are placed in special learning programs for schooling behavioral children. Being distracted and spontaneous in a background wherein self-management is indispensable and continued determinations are critical for achievement can be overwhelming for these children. Additionally, most children with ADHD receive special services, such as special education, disability allowance, caregiver and accommodation support, among others. Two decrees oversee special services and housing for children with disabilities, namely the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973.

Organizational training and behavioral classroom management are some school-rooted management approaches displayed to be efficient for ADHD learners. The behavioral classroom controlling method inspires a learner’s positive performances within the school using reward systems while disheartening their harmful conduct (Reddy et al., 2018). This tutor-guided method has been revealed to impact learner conduct positively, growing academic commitment. Though tested in elementary schools, behavioral schoolroom control has been displayed to work for learners of every age.

Organizational training helps kids with planning skills, time management, and means to maintain school resources systematized to optimize children’s schooling and lessen interruptions. The management approach has been tried with kids and youngsters. The two management approaches need skilled staff to follow a detailed plan to educate and support positive conduct (Reddy et al., 2018). It is recommended to have the school setting or placement to be a portion of any ADHD management plan. Moreover, it is recommended to have teacher-administered conduct therapy to help manage for school-aged kids having ADHD. Therefore, there is a primary necessity to create awareness in the guardian and education system concerning the special attention needed for children with ADHD.


Centers for Disease Control and Prevention. (2022, April 19). ADHD in the Classroom: Helping Children Succeed in School.

Goulardins, J. B., Marques, J. C. B., & De Oliveira, J. A. (2017). Attention Deficit Hyperactivity

Disorder and Motor Impairment: A Critical Review. Perceptual and Motor Skills, 124(2), 425-440.

Reddy, L. A., Cleary, T. J., Alperin, A., & Verdesco, A. (2018). A critical review of self-

regulated learning interventions for children with attention-deficit hyperactivity disorder. Psychology in the Schools, 55(6), 609-628.

Sayal, K., Prasad, V., Daley, D., Ford, T., & Coghill, D. (2018). ADHD in children and young

people: Prevalence, care pathways, and service provision. The Lancet Psychiatry, 5(2), 175-186.

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