Understanding Barriers to Effective Online Learning

Kiefer, K. (2007). Chapter 8: Do students lose more than they gain in online writing classes? In Joe Lockard and Mark Pegrum (Eds.), Brave New Classrooms: Democratic Education and the Internet (pp. 141-151). New York, NY: Peter Lang Publishing, Inc.

Introduce the topic and introduce the author and essay. Then state your thesis.

Writing courses in higher education are increasingly being offered in online environments, right along with many other academic coursework. Opinions about how well this online writing instruction is working vary widely. Kate Kiefer contributed a chapter to the book Brave New Classrooms: Democratic Education and the Internet. As a composition specialist teaching graduate writing theory and undergraduate composition courses, including a course titled Computers and Composition, Kiefer is solidly qualified to provide scholarly commentary on the very field in which she labors. In the early 1980s, Kiefer began a long-standing interest in computers and writing, co-founded and edited Computers and Composition, and — today — continues her research and teaching in both physical and virtual computer contexts. Effective Learning and Teaching of Writing and Computers and Composition is a recent publication of Kiefer’s. Reviewing Kiefer’s article in its entirety, I find myself agreeing with her premise and her examples. An instructor who teaching writing through online and/or hybrid channels faces barriers that intrinsically offer more resistance to efforts to overcome them — indeed, the barriers are different from those encountered in face-to-face instruction.

Summarize the author’s argument or arguments. Your opinion is not included here. You simply summarize the author’s points.

Kiefer argues that the platforms utilized for online courses are inadequate to the demands of a writing course in which students are expected to read and comment on each others’ work and to contribute to class-wide conversations and deliberations about writing theory, in general, and about the writing of their peers, specifically. The most commonly used classroom support software and online platforms do not facilitate document sharing and review, nor do the information technology management networks always provide sufficient bandwidth to enable reasonably expedient access to blackboard discussion areas, or uploading and downloading of assignments, readings, and completed work. Moreover, students’ time constraints exacerbate the inefficiencies of the classroom support software. Although Kiefer encourages her students to strive to work in short bursts or brief blocks of time across the week in order to complete their academic reading and finish assignments, she has found that adult learners are typically unable to achieve this ideal. Indeed, most of Kiefer’s students do all of their weekly coursework on Sundays, a day when they can set aside a large block of dedicated time.

Critique the author.

Kiefer’s analysis incorporates an evaluation of the barriers and challenges to accomplishing her instructional goals in both conventional real-time and virtual classroom instruction. She fairly admits that some problems feel intractable to an instructor, and may be related more to the attributes of college students than to any particular instructional format or context in which learning occurs. Moreover, Kiefer underscores her belief in the veracity of current writing theory related to the situatedness of language and, though she does not elaborate here, Kiefer bolsters her assertion through reference to the context-bound construction of meaning, as found in perspectives from cultural, sociocognitive, and rhetorical theories. While recognizing that Kiefer presents more deficits in the full text of her chapter, it does seem that the two deficits that are offered for this critique interlock to a degree that makes it difficult to consider them separately. Yet, perhaps that is Kiefer’s point: an online writing course is negatively impacted by cascading difficulties.

Evaluate the author’s argument or arguments.

Kiefer’s presentation of the difficulties imposed by the computer support software does not seem convincingly robust. People working in business enterprises or small businesses experience many of the same difficulties, yet the state of computing is not given as a reason not to do business online, or to insist that the majority of corporate communications and decisions must occur in face-to-face meetings. Indeed, businesses assert that their work is made more efficient through the use of the Internet. A point of distinction is needed here: businesses often seek the fastest mode of communication, not necessarily the deepest, in the intellectual exploration sense of the word. Although the interaction between poor classroom support software and a constricted window of time to complete course work is well understood here, the deficit described as student time constraints does seem to have universal application. The work to study ratio for adult learners differs radically from the work to play ratio of full-time (presumably younger) students. A lengthy commute to campus can present (and truly does) a substantive barrier to efficient use of the time available to adult students. While this is not a point-to-point trade-off, inefficient classroom support software and commutes to and from campus are categorically the same challenge: adult learners face may actual constraints that impede their ability to efficaciously utilize the time available to them for study.

Respond to the author. Note what you agree with and what you disagree with. You will incorporate at least two other sources into this evaluation and response.

An important consideration that Kiefer does not discuss in her chapter is the level of familiarity and skill with technology-based instruction that faculty in higher education possess. Throughout the instructional technology literature, reference is made to the pivotal importance of ensuring that teachers are provided staff development to improve their skills for using online e-learning technology. Indeed, Bacow, et al. (2012) assert, “Online instruction is alien to most faculty and calls into question the very reason that many pursued an academic career in the first place” (p.20). The language used by Bacow, et al. (2012) directly parallels the concerns that Kiefer expressed in her discussion comparing face-to-face instruction with online learning. The relationships that current faculty enjoyed with their professors when they were students may be a catalyst for replicating the same type of intellectual interactions with their own students — this is often seen as a primary reason for pursuing a career in higher education. Yet, the online learning environment appears to jeopardize the chances that these student-to-professor or student-to-student interactions will occur and flourish. Picket (2009) comes at this challenge from a more commonly expressed position:

“…[o]ne of the foremost barriers to the implementation of technology is the experience levels of the teachers and professors. Those finding themselves adding technology because of the requirements are providing less than optimal learning contexts for their students as well as their own professional growth” (p. 3).

While familiarity with online instructional technology is not the panacea Kiefer seeks, it may be a key element of the successful transition of higher education to online instructional systems.

Conclude the essay.

Online learning was once touted as the be all, end all for higher education. After all, adult learners are an autonomous bunch that knows what they want from their education, and the Internet makes their aspirations so much easier to accomplish. An inherent problem is that adult education has become corporatized and commoditized, in the process losing sight of some of the softer contextual requirements of face-to-face classroom learning. Not only has teaching labor increasingly exploited by these new enterprise based arrangements, but there a large gapping space exists where critical thought and the intellectual exchange fundamental to teaching and learning in higher education was once located. Some would say that the democratic potential of online learning has been exchanged for dumbed down curriculum and instruction.

References

Bacow, L.S., Bowen, W.G., Guthrie, K.M., Lack, K.A., and Long, M.P. (2012, May). Barriers to adoption of online learning systems in U.S. higher education. Ithaka S+R. Retreived http://www.sr.ithaka.org/sites/default/files/reports/barriers-to-adoption-of-online-learning-systems-in-us-higher-education.pdf

Pickett, M.C. (2009). Overcoming technology barriers in adult online learning environments with modular instructional design. Proceedings of the ASBBS Annual Conference in Las Vegas, in February 2009, 16(1). Retreived http://asbbs.org/files/2009/PDF/P/PickettM.pdf

[Type text]

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Do you struggle with finance? No need to torture yourself if finance is not your cup of tea. You can order your finance paper from our academic writing service and get 100% original work from competent finance experts.

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Computer science is a tough subject. Fortunately, our computer science experts are up to the match. No need to stress and have sleepless nights. Our academic writers will tackle all your computer science assignments and deliver them on time. Let us handle all your python, java, ruby, JavaScript, php , C+ assignments!

Psychology

While psychology may be an interesting subject, you may lack sufficient time to handle your assignments. Don’t despair; by using our academic writing service, you can be assured of perfect grades. Moreover, your grades will be consistent.

Engineering

Engineering is quite a demanding subject. Students face a lot of pressure and barely have enough time to do what they love to do. Our academic writing service got you covered! Our engineering specialists follow the paper instructions and ensure timely delivery of the paper.

Nursing

In the nursing course, you may have difficulties with literature reviews, annotated bibliographies, critical essays, and other assignments. Our nursing assignment writers will offer you professional nursing paper help at low prices.

Sociology

Truth be told, sociology papers can be quite exhausting. Our academic writing service relieves you of fatigue, pressure, and stress. You can relax and have peace of mind as our academic writers handle your sociology assignment.

Business

We take pride in having some of the best business writers in the industry. Our business writers have a lot of experience in the field. They are reliable, and you can be assured of a high-grade paper. They are able to handle business papers of any subject, length, deadline, and difficulty!

Statistics

We boast of having some of the most experienced statistics experts in the industry. Our statistics experts have diverse skills, expertise, and knowledge to handle any kind of assignment. They have access to all kinds of software to get your assignment done.

Law

Writing a law essay may prove to be an insurmountable obstacle, especially when you need to know the peculiarities of the legislative framework. Take advantage of our top-notch law specialists and get superb grades and 100% satisfaction.

What discipline/subjects do you deal in?

We have highlighted some of the most popular subjects we handle above. Those are just a tip of the iceberg. We deal in all academic disciplines since our writers are as diverse. They have been drawn from across all disciplines, and orders are assigned to those writers believed to be the best in the field. In a nutshell, there is no task we cannot handle; all you need to do is place your order with us. As long as your instructions are clear, just trust we shall deliver irrespective of the discipline.

Are your writers competent enough to handle my paper?

Our essay writers are graduates with bachelor's, masters, Ph.D., and doctorate degrees in various subjects. The minimum requirement to be an essay writer with our essay writing service is to have a college degree. All our academic writers have a minimum of two years of academic writing. We have a stringent recruitment process to ensure that we get only the most competent essay writers in the industry. We also ensure that the writers are handsomely compensated for their value. The majority of our writers are native English speakers. As such, the fluency of language and grammar is impeccable.

What if I don’t like the paper?

There is a very low likelihood that you won’t like the paper.

Reasons being:

  • When assigning your order, we match the paper’s discipline with the writer’s field/specialization. Since all our writers are graduates, we match the paper’s subject with the field the writer studied. For instance, if it’s a nursing paper, only a nursing graduate and writer will handle it. Furthermore, all our writers have academic writing experience and top-notch research skills.
  • We have a quality assurance that reviews the paper before it gets to you. As such, we ensure that you get a paper that meets the required standard and will most definitely make the grade.

In the event that you don’t like your paper:

  • The writer will revise the paper up to your pleasing. You have unlimited revisions. You simply need to highlight what specifically you don’t like about the paper, and the writer will make the amendments. The paper will be revised until you are satisfied. Revisions are free of charge
  • We will have a different writer write the paper from scratch.
  • Last resort, if the above does not work, we will refund your money.

Will the professor find out I didn’t write the paper myself?

Not at all. All papers are written from scratch. There is no way your tutor or instructor will realize that you did not write the paper yourself. In fact, we recommend using our assignment help services for consistent results.

What if the paper is plagiarized?

We check all papers for plagiarism before we submit them. We use powerful plagiarism checking software such as SafeAssign, LopesWrite, and Turnitin. We also upload the plagiarism report so that you can review it. We understand that plagiarism is academic suicide. We would not take the risk of submitting plagiarized work and jeopardize your academic journey. Furthermore, we do not sell or use prewritten papers, and each paper is written from scratch.

When will I get my paper?

You determine when you get the paper by setting the deadline when placing the order. All papers are delivered within the deadline. We are well aware that we operate in a time-sensitive industry. As such, we have laid out strategies to ensure that the client receives the paper on time and they never miss the deadline. We understand that papers that are submitted late have some points deducted. We do not want you to miss any points due to late submission. We work on beating deadlines by huge margins in order to ensure that you have ample time to review the paper before you submit it.

Will anyone find out that I used your services?

We have a privacy and confidentiality policy that guides our work. We NEVER share any customer information with third parties. Noone will ever know that you used our assignment help services. It’s only between you and us. We are bound by our policies to protect the customer’s identity and information. All your information, such as your names, phone number, email, order information, and so on, are protected. We have robust security systems that ensure that your data is protected. Hacking our systems is close to impossible, and it has never happened.

How our Assignment  Help Service Works

1.      Place an order

You fill all the paper instructions in the order form. Make sure you include all the helpful materials so that our academic writers can deliver the perfect paper. It will also help to eliminate unnecessary revisions.

2.      Pay for the order

Proceed to pay for the paper so that it can be assigned to one of our expert academic writers. The paper subject is matched with the writer’s area of specialization.

3.      Track the progress

You communicate with the writer and know about the progress of the paper. The client can ask the writer for drafts of the paper. The client can upload extra material and include additional instructions from the lecturer. Receive a paper.

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The paper is sent to your email and uploaded to your personal account. You also get a plagiarism report attached to your paper.

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Understanding Barriers to Effective Online Learning

Kiefer, K. (2007). Chapter 8: Do students lose more than they gain in online writing classes? In Joe Lockard and Mark Pegrum (Eds.), Brave New Classrooms: Democratic Education and the Internet (pp. 141-151). New York, NY: Peter Lang Publishing, Inc.

Introduce the topic and introduce the author and essay. Then state your thesis.

Writing courses in higher education are increasingly being offered in online environments, right along with many other academic coursework. Opinions about how well this online writing instruction is working vary widely. Kate Kiefer contributed a chapter to the book Brave New Classrooms: Democratic Education and the Internet. As a composition specialist teaching graduate writing theory and undergraduate composition courses, including a course titled Computers and Composition, Kiefer is solidly qualified to provide scholarly commentary on the very field in which she labors. In the early 1980s, Kiefer began a long-standing interest in computers and writing, co-founded and edited Computers and Composition, and — today — continues her research and teaching in both physical and virtual computer contexts. Effective Learning and Teaching of Writing and Computers and Composition is a recent publication of Kiefer’s. Reviewing Kiefer’s article in its entirety, I find myself agreeing with her premise and her examples. An instructor who teaching writing through online and/or hybrid channels faces barriers that intrinsically offer more resistance to efforts to overcome them — indeed, the barriers are different from those encountered in face-to-face instruction.

Summarize the author’s argument or arguments. Your opinion is not included here. You simply summarize the author’s points.

Kiefer argues that the platforms utilized for online courses are inadequate to the demands of a writing course in which students are expected to read and comment on each others’ work and to contribute to class-wide conversations and deliberations about writing theory, in general, and about the writing of their peers, specifically. The most commonly used classroom support software and online platforms do not facilitate document sharing and review, nor do the information technology management networks always provide sufficient bandwidth to enable reasonably expedient access to blackboard discussion areas, or uploading and downloading of assignments, readings, and completed work. Moreover, students’ time constraints exacerbate the inefficiencies of the classroom support software. Although Kiefer encourages her students to strive to work in short bursts or brief blocks of time across the week in order to complete their academic reading and finish assignments, she has found that adult learners are typically unable to achieve this ideal. Indeed, most of Kiefer’s students do all of their weekly coursework on Sundays, a day when they can set aside a large block of dedicated time.

Critique the author.

Kiefer’s analysis incorporates an evaluation of the barriers and challenges to accomplishing her instructional goals in both conventional real-time and virtual classroom instruction. She fairly admits that some problems feel intractable to an instructor, and may be related more to the attributes of college students than to any particular instructional format or context in which learning occurs. Moreover, Kiefer underscores her belief in the veracity of current writing theory related to the situatedness of language and, though she does not elaborate here, Kiefer bolsters her assertion through reference to the context-bound construction of meaning, as found in perspectives from cultural, sociocognitive, and rhetorical theories. While recognizing that Kiefer presents more deficits in the full text of her chapter, it does seem that the two deficits that are offered for this critique interlock to a degree that makes it difficult to consider them separately. Yet, perhaps that is Kiefer’s point: an online writing course is negatively impacted by cascading difficulties.

Evaluate the author’s argument or arguments.

Kiefer’s presentation of the difficulties imposed by the computer support software does not seem convincingly robust. People working in business enterprises or small businesses experience many of the same difficulties, yet the state of computing is not given as a reason not to do business online, or to insist that the majority of corporate communications and decisions must occur in face-to-face meetings. Indeed, businesses assert that their work is made more efficient through the use of the Internet. A point of distinction is needed here: businesses often seek the fastest mode of communication, not necessarily the deepest, in the intellectual exploration sense of the word. Although the interaction between poor classroom support software and a constricted window of time to complete course work is well understood here, the deficit described as student time constraints does seem to have universal application. The work to study ratio for adult learners differs radically from the work to play ratio of full-time (presumably younger) students. A lengthy commute to campus can present (and truly does) a substantive barrier to efficient use of the time available to adult students. While this is not a point-to-point trade-off, inefficient classroom support software and commutes to and from campus are categorically the same challenge: adult learners face may actual constraints that impede their ability to efficaciously utilize the time available to them for study.

Respond to the author. Note what you agree with and what you disagree with. You will incorporate at least two other sources into this evaluation and response.

An important consideration that Kiefer does not discuss in her chapter is the level of familiarity and skill with technology-based instruction that faculty in higher education possess. Throughout the instructional technology literature, reference is made to the pivotal importance of ensuring that teachers are provided staff development to improve their skills for using online e-learning technology. Indeed, Bacow, et al. (2012) assert, “Online instruction is alien to most faculty and calls into question the very reason that many pursued an academic career in the first place” (p.20). The language used by Bacow, et al. (2012) directly parallels the concerns that Kiefer expressed in her discussion comparing face-to-face instruction with online learning. The relationships that current faculty enjoyed with their professors when they were students may be a catalyst for replicating the same type of intellectual interactions with their own students — this is often seen as a primary reason for pursuing a career in higher education. Yet, the online learning environment appears to jeopardize the chances that these student-to-professor or student-to-student interactions will occur and flourish. Picket (2009) comes at this challenge from a more commonly expressed position:

“[o]ne of the foremost barriers to the implementation of technology is the experience levels of the teachers and professors. Those finding themselves adding technology because of the requirements are providing less than optimal learning contexts for their students as well as their own professional growth” (p. 3).

While familiarity with online instructional technology is not the panacea Kiefer seeks, it may be a key element of the successful transition of higher education to online instructional systems.

Conclude the essay.

Online learning was once touted as the be all, end all for higher education. After all, adult learners are an autonomous bunch that knows what they want from their education, and the Internet makes their aspirations so much easier to accomplish. An inherent problem is that adult education has become corporatized and commoditized, in the process losing sight of some of the softer contextual requirements of face-to-face classroom learning. Not only has teaching labor increasingly exploited by these new enterprise based arrangements, but there a large gapping space exists where critical thought and the intellectual exchange fundamental to teaching and learning in higher education was once located. Some would say that the democratic potential of online learning has been exchanged for dumbed down curriculum and instruction.

References

Bacow, L.S., Bowen, W.G., Guthrie, K.M., Lack, K.A., and Long, M.P. (2012, May). Barriers to adoption of online learning systems in U.S. higher education. Ithaka S+R. Retreived http://www.sr.ithaka.org/sites/default/files/reports/barriers-to-adoption-of-online-learning-systems-in-us-higher-education.pdf

Pickett, M.C. (2009). Overcoming technology barriers in adult online learning environments with modular instructional design. Proceedings of the ASBBS Annual Conference in Las Vegas, in February 2009, 16(1). Retreived http://asbbs.org/files/2009/PDF/P/PickettM.pdf

[Type text]

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Are you busy and do not have time to handle your assignment? Are you scared that your paper will not make the grade? Do you have responsibilities that may hinder you from turning in your assignment on time? Are you tired and can barely handle your assignment? Are your grades inconsistent?

Whichever your reason is, it is valid! You can get professional academic help from our service at affordable rates. We have a team of professional academic writers who can handle all your assignments.

Why Choose Our Academic Writing Service?

  • Plagiarism free papers
  • Timely delivery
  • Any deadline
  • Skilled, Experienced Native English Writers
  • Subject-relevant academic writer
  • Adherence to paper instructions
  • Ability to tackle bulk assignments
  • Reasonable prices
  • 24/7 Customer Support
  • Get superb grades consistently
 

Online Academic Help With Different Subjects

Literature

Students barely have time to read. We got you! Have your literature essay or book review written without having the hassle of reading the book. You can get your literature paper custom-written for you by our literature specialists.

Finance

Do you struggle with finance? No need to torture yourself if finance is not your cup of tea. You can order your finance paper from our academic writing service and get 100% original work from competent finance experts.

Computer science

Computer science is a tough subject. Fortunately, our computer science experts are up to the match. No need to stress and have sleepless nights. Our academic writers will tackle all your computer science assignments and deliver them on time. Let us handle all your python, java, ruby, JavaScript, php , C+ assignments!

Psychology

While psychology may be an interesting subject, you may lack sufficient time to handle your assignments. Don’t despair; by using our academic writing service, you can be assured of perfect grades. Moreover, your grades will be consistent.

Engineering

Engineering is quite a demanding subject. Students face a lot of pressure and barely have enough time to do what they love to do. Our academic writing service got you covered! Our engineering specialists follow the paper instructions and ensure timely delivery of the paper.

Nursing

In the nursing course, you may have difficulties with literature reviews, annotated bibliographies, critical essays, and other assignments. Our nursing assignment writers will offer you professional nursing paper help at low prices.

Sociology

Truth be told, sociology papers can be quite exhausting. Our academic writing service relieves you of fatigue, pressure, and stress. You can relax and have peace of mind as our academic writers handle your sociology assignment.

Business

We take pride in having some of the best business writers in the industry. Our business writers have a lot of experience in the field. They are reliable, and you can be assured of a high-grade paper. They are able to handle business papers of any subject, length, deadline, and difficulty!

Statistics

We boast of having some of the most experienced statistics experts in the industry. Our statistics experts have diverse skills, expertise, and knowledge to handle any kind of assignment. They have access to all kinds of software to get your assignment done.

Law

Writing a law essay may prove to be an insurmountable obstacle, especially when you need to know the peculiarities of the legislative framework. Take advantage of our top-notch law specialists and get superb grades and 100% satisfaction.

What discipline/subjects do you deal in?

We have highlighted some of the most popular subjects we handle above. Those are just a tip of the iceberg. We deal in all academic disciplines since our writers are as diverse. They have been drawn from across all disciplines, and orders are assigned to those writers believed to be the best in the field. In a nutshell, there is no task we cannot handle; all you need to do is place your order with us. As long as your instructions are clear, just trust we shall deliver irrespective of the discipline.

Are your writers competent enough to handle my paper?

Our essay writers are graduates with bachelor's, masters, Ph.D., and doctorate degrees in various subjects. The minimum requirement to be an essay writer with our essay writing service is to have a college degree. All our academic writers have a minimum of two years of academic writing. We have a stringent recruitment process to ensure that we get only the most competent essay writers in the industry. We also ensure that the writers are handsomely compensated for their value. The majority of our writers are native English speakers. As such, the fluency of language and grammar is impeccable.

What if I don’t like the paper?

There is a very low likelihood that you won’t like the paper.

Reasons being:

  • When assigning your order, we match the paper’s discipline with the writer’s field/specialization. Since all our writers are graduates, we match the paper’s subject with the field the writer studied. For instance, if it’s a nursing paper, only a nursing graduate and writer will handle it. Furthermore, all our writers have academic writing experience and top-notch research skills.
  • We have a quality assurance that reviews the paper before it gets to you. As such, we ensure that you get a paper that meets the required standard and will most definitely make the grade.

In the event that you don’t like your paper:

  • The writer will revise the paper up to your pleasing. You have unlimited revisions. You simply need to highlight what specifically you don’t like about the paper, and the writer will make the amendments. The paper will be revised until you are satisfied. Revisions are free of charge
  • We will have a different writer write the paper from scratch.
  • Last resort, if the above does not work, we will refund your money.

Will the professor find out I didn’t write the paper myself?

Not at all. All papers are written from scratch. There is no way your tutor or instructor will realize that you did not write the paper yourself. In fact, we recommend using our assignment help services for consistent results.

What if the paper is plagiarized?

We check all papers for plagiarism before we submit them. We use powerful plagiarism checking software such as SafeAssign, LopesWrite, and Turnitin. We also upload the plagiarism report so that you can review it. We understand that plagiarism is academic suicide. We would not take the risk of submitting plagiarized work and jeopardize your academic journey. Furthermore, we do not sell or use prewritten papers, and each paper is written from scratch.

When will I get my paper?

You determine when you get the paper by setting the deadline when placing the order. All papers are delivered within the deadline. We are well aware that we operate in a time-sensitive industry. As such, we have laid out strategies to ensure that the client receives the paper on time and they never miss the deadline. We understand that papers that are submitted late have some points deducted. We do not want you to miss any points due to late submission. We work on beating deadlines by huge margins in order to ensure that you have ample time to review the paper before you submit it.

Will anyone find out that I used your services?

We have a privacy and confidentiality policy that guides our work. We NEVER share any customer information with third parties. Noone will ever know that you used our assignment help services. It’s only between you and us. We are bound by our policies to protect the customer’s identity and information. All your information, such as your names, phone number, email, order information, and so on, are protected. We have robust security systems that ensure that your data is protected. Hacking our systems is close to impossible, and it has never happened.

How our Assignment  Help Service Works

1.      Place an order

You fill all the paper instructions in the order form. Make sure you include all the helpful materials so that our academic writers can deliver the perfect paper. It will also help to eliminate unnecessary revisions.

2.      Pay for the order

Proceed to pay for the paper so that it can be assigned to one of our expert academic writers. The paper subject is matched with the writer’s area of specialization.

3.      Track the progress

You communicate with the writer and know about the progress of the paper. The client can ask the writer for drafts of the paper. The client can upload extra material and include additional instructions from the lecturer. Receive a paper.

4.      Download the paper

The paper is sent to your email and uploaded to your personal account. You also get a plagiarism report attached to your paper.

smile and order essaysmile and order essay PLACE THIS ORDER OR A SIMILAR ORDER WITH US TODAY AND GET A PERFECT SCORE!!!

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