Writing Lab Guide

Brainfuse offers the Writing Lab, Send Question and the JobNow Resume Lab services to many institutions
including schools, libraries, workforce centers, career centers and colleges/universities. Each of these services
allows a registered user to submit a classwork question, essay, or resume to Brainfuse for a review.

Clients expect tutors to review student submissions in a way that will best help the student improve. This
guide is intended to serve as your reference for all questions related to the Writing Lab.

For additional information, the following Writing Lab Resources may be useful:

Writing Lab - FAQ: this file contains frequently asked questions in the Writing Lab for quick reference.

Writing Lab - Completing Submissions: this file contains step-by-step assistance in navigating the
online Writing Lab process, from accepting a submission to entering the time spent on a review.

Provider Response Form Guide: this file contains information and guidance on completing the forms
expected by clients in all submissions.

EXAMPLE - Detailed Response: this file is an example of a fully completed review using the Academic
Response Form. Unlike the other completed example reviews, this file includes additional comments
about the feedback provided.

ESL Submissions – Supplement: this file contains additional guidance to tutors for ESL submissions.

If you have questions or need clarification regarding any of the client expectations in this document, please
email [email protected].

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 Contents
Navigating the Tutor Account . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Accepting Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Working on an Accepted Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Submitting a Reviewed Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Client Expectations Regarding Reviewed Submissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Client File Naming Convention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Standard Comment to Include with Every Submission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Tasks that should NOT be completed by Tutors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Client Time Allotments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Tasks WITHOUT a Red Exclamation Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Tasks WITH a Red Exclamation Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Response Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Academic Response Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Narrative Response Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Grammar Response Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Resume & Cover Letter Response Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
School-specific Response Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
General Response Form Guidance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Citation Styles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Editing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
In-text Comments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Files submitted as PDFs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Papers submitted as Comments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Miscellaneous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Effusive Comments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Critical Comments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Grading Comments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Accuracy of Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Personal Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Questions regarding Qualifications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Client Complaints . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

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Navigating the Tutor Account

• When the user’s submission is received by Brainfuse, it is sent as a Task Assignment to all tutors
approved to accept submissions. The submissions show up in every tutors’ Inbox.
• Once a tutor accepts a submission, it will be removed from all other tutors’ inboxes to prevent multiple
tutors from working on the same submission
• Note that if you receive a message about a user submission, but the submission is not in your inbox, it
means that another tutor has already accepted the submission.
o If you have 0 submissions in your inbox, it means there are no submissions available.
• You can access the Tutor Task Box from the Tutor QC or from the Brainfuse website.
o Go to www.brainfuse.com/login and log in with your tutor username to view the tutor
homepage
o Select the list icon in the upper right corner of the homepage to access submissions.
• Once you have selected the list icon, you will be in the Tutor Task Box. Tasks that have been accepted
and submissions that are available to accept will be displayed here.

Accepting Tasks

• Clients expect tutors to consider each submission carefully before accepting it. This includes:
o Checking to make sure tutors can open the file
o Making sure tutors understand what the student is looking for in the review, and
o Carefully noting the due date and time to ensure tutors will be able to return the submission
before the due date.
• From the Task Box, you should select the task that you wish to complete
o Note: the tutor inbox is arranged chronologically, from oldest to newest. Clients prefer that
tutors complete oldest tasks first.
• Tutors are limited to accepting 3 submissions at one time. In order to accept additional papers, simply
complete one of the submissions previously accepted.
o Tutors who attempt to accept more than 3 submissions at one time will receive an error
message reminding them of the limit.
o Veteran tutors who regularly complete submissions on time without frequent requests for
reassignment may be eligible for an increased submission limit.

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 • At times, overdue submissions may be available to accept and complete.
o Tutors will see a notification alerting them of the timeframe the submission is expected to be
completed in prior to accepting the submission. This timeframe serves as the new due
date/time.
o Overdue submissions should only be accepted if the submission can be completed within the
timeframe noted.
o Generally, clients expect overdue tasks be submitted within 1 hour of being accepted.

• Once accepted, clients expect the review to be completed using the appropriate Provider Response
Form.

Working on an Accepted Task

• When a submission has been accepted, the tutor is responsible for completing the task by the due
date/time.
• Tutors may request reassignment of submissions they are unable to complete by emailing
[email protected] with the TaskID. Please note that reassignments delay reviews for
students and may cause a submission to become overdue.
• In order to facilitate timely completion, tutors will receive a notification to their tutor inbox 2 hours
before a submission is due, prompting them to confirm the submission within one hour of receipt.
• If the notification is not confirmed within one hour, the assignment will be automatically reassigned to
avoid further delay to the student.
• If a submission is not confirmed or if a submission is confirmed and not completed on time, a tutor’s
submission limit may be reduced to 1. In these instances, the limit can be raised by successfully
completing submission by the indicated due date/time.

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Submitting a Reviewed Task

• Once the tutor has completed their review, they are ready to return it to the student. Once a review
has been returned, it cannot be edited, so clients expect tutors to carefully proofread their reviews for
typos or grammar mistakes. Reviews with multiple tutor errors make the tutor’s feedback less
reputable to the students.
• Save the completed review following client expectations in regards to file name and file type.
• To submit the reviewed paper to the student:
o Return to the task home by logging in to your account, enter the Task Box, and select the
submission you have accepted.
o Note that the Task Box is sorted chronologically with your accepted tasks listed first.
▪ All tasks that you have accepted will be in bold text with a different color background
• Clients expect all reviews to be completed with the standard comment in the comment box:
Thank you for using Brainfuse! Please see the attached document for our suggestions and
recommendations. For administrative questions, please email [email protected]
• AFTER the comment is entered, you can choose the appropriate file by selecting “Choose File”
• Once the file is chosen, select “Upload File/Submit Comments”
• When this is completed, the student will have received the submission. However – the task is not
complete!
• Select “Continue” once the document and the comment have been confirmed.
• To complete a task, input the total time spent on the review (up to the client allowed maximum time
allotment).
• Once your time has been entered, select “Complete”
• If the submission was returned after the due date/time, the submission limit will be reduced to 1.
o Once complete, a notification will be provided about the reduced limit.
o This limit will be raised after 5 submissions are completed within the expected due date/time.
o This reduction does not apply to submissions that were already overdue when accepted.

• When you have selected “Complete”, you will be directed back to the Tutor Task Box.

For additional assistance accepting and submitting reviews, see the Writing Lab – Completing Submissions
Guide.

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Client Expectations Regarding Reviewed Submissions

• Submissions are ALWAYS due by the date/time indicated on the Submission Assignment.
o Most clients expect a 24 hour turn-around from when the student submitted their assignment,
but some clients expect a 12 hour turn-around. Clients expect tutors to pay close attention to
due date/times and return their reviews on time.
o By default, Due Times are in Eastern Time!

• Clients prefer tutors work on the oldest submission first. Overdue submissions should be accepted and
completed prior to submissions that are not overdue. There is no penalty for accepting and
completing an already overdue submission.

• Clients expect tutors to use the clients' naming convention when saving their files. The file should be
labeled:
o [student_file_name]-TASKID
o Replace “[student_file_name]” with the student’s original file name. This includes all spaces,
symbols and misspellings!
o “TASKID” should be replaced with the Task ID number.
▪ For example, if the student submits a file named: “Reserach Paper-5 . 8” and the Task ID
number is 34567890, then the file should be named:
• Reserach Paper-5 . 8-34567890.
o If this naming convention is not maintained, an error message will appear!
o This naming convention ensures the correct file is sent to the correct student.
o If the student didn’t attach a file and you need to return a document, simply use Review in
place of the [student_file_name].

Helpful Tip: Consider completing the review in the downloaded file (if editable) to simplify the renaming
process. If you do this, you’ll simply need to replace the string of numbers included on the downloaded
document with the Task ID!

• Clients expect that tutors are working on a computer which allows them to edit the following file types:
.doc, .docx, .rtf, and .txt. Because students submit their work in a variety of file types, tutors must also
be able to save files in the following format: .doc, .docx, .rtf, .txt, and .pdf.

• When sending back a document to the client, clients want the format to be the same as the one the
student used.
o So this means if the client submitted a .doc file, the tutor needs to send back a .doc file, not a
.docx file.
▪ To create a .doc file using MS Office 2007 or later, tutors need to select “Word 97-2003
Document” as the file type.

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 • Clients expect every submission returned to include the standard comment in the “Comments for
revised upload” field before clicking the “upload” button. The standard comment is the following:

o Thank you for using Brainfuse! Please see the attached document for our suggestions and
recommendations. For administrative questions, please email [email protected]

▪ Note that [email protected] is intended for student use only!

• Clients do not want tutors to complete the following tasks. Instead, clients expect tutors to email
[email protected] if a tutor accepts or notices a task that:
o Does not contain an attachment
o Does not contain the student’s work for review (e.g. a syllabus is attached)
o Contains a corrupt file attached (i.e. the file does not open)
o Is a non-academic question/comment
o Is a “Request for Graded Quiz”
o Contains a paper advocating or planning illegal activity

• Time Allotments: Clients expect tutors to adhere to the allotted time for submissions. Tutors are not
expected to catch every single error. Tutors who repeatedly go over the allotted time may have their
Writing Lab access removed.

o Time Scale for Tasks without a Red Exclamation Mark

▪ 8-15 minutes for math/science/history/send question submissions
▪ 5-8 minutes for writing submissions that are 1‐2 pages
▪ 8-15 minutes for writing submissions that are 3‐6 pages
▪ 15-20 minutes for 6‐9 pages;
▪ 20‐30 minutes for 10 pages or more; and
▪ 20‐30 minutes for resumes.

o Time Scale for Tasks with a Red Exclamation Mark

▪ 10‐18 minutes for math/science/history/send question submissions
▪ 10‐15 minutes for writing submissions that are 1‐2 pages
▪ 15‐25 minutes for writing submissions that are 3‐6 pages
▪ 20‐30 minutes for 6‐9 pages;
▪ 25‐35 minutes for 10 pages or more; and
▪ 25‐35 minutes for resumes.

If you do not see tasks with a Red Exclamation Mark: it means your account is not approved for these higher
level submissions. Consider emailing [email protected] to ask about how you can get approved for
these papers!

In the event that a student submits an extremely long paper: clients expect tutors to review as much of the
paper as they can up to the maximum time allowed (35 minutes) and then stop.

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Response Forms

Clients expect that tutors always use the correct response form when reviewing submissions. Clients expect
that tutors complete all parts of the response form. The most up-to-date response forms may be obtained by
emailing [email protected]. You may also access the forms here:

http://www.brainfuse.com/jsp/curriculum/mgr.do?action=view&subType=6&catIDParam=132738&catNa
meParam=Writing%20Lab&objectCat=curriculumCat&viewStyle=

For additional details on the Provider Response Forms, see the following Provider Response Form Guide:

https://www.brainfuse.com/curriculumupload//1566237719375.pdf

• Academic Response Form: This is the response form used most often by tutors,
as a majority of student submissions are traditional essays.
o Clients expect that tutors understand the difference between the sections on the response
form
▪ Organization: the logical progression and completeness of ideas in an essay
▪ Development: the process of adding informative and explanatory details to support the
main idea
▪ Formatting and Style: the manner in which the piece is written to fit the specific
context, purpose, or audience. Word choice, tone, voice, sentence structure, etc. all
contribute to style. This also includes all requirements of the style guide required of the
student (e.g. APA). Clients expect his part of the response form to include more than
just grammar, usage, and mechanics!
• Clients expect that tutors dedicate a few minutes of their review to comment on
any issues students have with APA/MLA/Chicago formatting.
• If the student did not specifically request help with formatting, it is appropriate
for tutors to leave a comment such as: “Please refer to the MLA formatting guide
in section 8 to review correct font, spacing, and in-text citation requirements for
MLA papers.”
• If the student requests specific help with their formatting (i.e. “please help me
with APA format”), then clients expect tutors to adhere to that request and
spend more time leaving the student specific feedback about their formatting
errors.

• Narrative Response Form: This is the response form that should be used when a student submits a
narrative.
o A narrative essay is often a personal narrative in which the student tells the story of a personal
experience.
o A narrative can also be a creative narrative or a short story.

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• Grammar Response Form: This form should only be used if a student requests a grammar only review.
o If a student requests a grammar review with 1 other item listed or noted (for example:
Development, Content, etc.)
▪ Use the Academic Response Form or Narrative Response Form!
o Clients expect tutors to leave a summary of the major/reoccurring grammar issues on the top
half of the form. Clients also prefer tutors who provide examples of how to fix these errors.

• Resume & Cover Letter Response Form: These are the response forms that should be used when a
student submits a resume or a cover letter.
o Only tutors who have been screened and approved to complete resumes and cover letters
should accept these submissions!
o Tutors should refer to the “Career Documents Guide” for specific information about reviewing
resumes.

• Client-Specific Response Forms: Some clients provide specific notes or response forms for tutors to
use when reviewing a submission.
o If a client includes a link to their own resources on the assignment submission page, tutors are
expected to use it. In all other cases, clients expect tutors to link to Brainfuse sources or official
style guide sites.
o If a client includes a note regarding a submission, tutors are expected to read and apply the
note to the review if it is applicable.
o Some clients also have a specific set of Response Forms, as illustrated below. If tutors see an
applicable Response Form listed on the assignment submission page, they should download a
blank form directly from the page in order to complete the review.
o If there are no client-specific resources, notes, or applicable Response Forms listed, clients
expect tutors to use the standard response forms.

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• General Response Form Guidance:
o In order to assist you with the Response Forms and your initial reviews, the Provider Response
Form Guide may be helpful. This file may be accessed here:

▪ https://www.brainfuse.com/curriculumupload//1566237719375.pdf

o When using the response forms, clients expect tutors to fill out each section. Clients do not
want tutors to remove, or leave blank, sections of the review forms.

o Clients prefer tutors who give the student actionable and specific feedback.

o Clients also expect tutors to pay special attention to any specific requests made by the
student. For instance, if the user specifically mentions certain issues with the paper, then those
issues need to be addressed as much as possible within the allotted time that the client pays
per paper.

o While tutors may find that many students have similar problems with their writing, clients do
not want tutors who copy/paste comments from review form to review form. Clients expect
that tutors conduct an original review for each paper and make their feedback specific to that
student.

o Many of our clients work with students who are non-native speakers of English. Clients expect
tutors to be mindful of particular challenges these students face and provide feedback which
focuses on larger issues and includes examples when the issue is rooted in a grammar rule that
may be difficult to understand. An ESL Supplement for tutor reference can be found here:

▪ https://www.brainfuse.com/curriculumupload//1550178354799.pdf

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Citation Styles
Clients do not want tutors to reference Purdue OWL. Acceptable sources for more information include
Brainfuse guides and links to official style guides.

o Resources for Common Styles

▪ APA 7th Edition
• Brainfuse APA 7 Style Guide
• Brainfuse APA 7 Sample Essay
• Official site: http://blog.apastyle.org/
▪ APA 6th Edition
• Brainfuse APA 6 Style Guide
• Brainfuse APA 6 Sample Essay
• Comprehensive Online APA Guide
• Official site: http://blog.apastyle.org/
▪ MLA
• Brainfuse MLA Style Guide
• Brainfuse MLA Sample Essay
• Official site: https://style.mla.org/
▪ Chicago
• Brainfuse Chicago Style Guide
• Brainfuse Chicago Sample Essay
• Official site: www.chicagomanualofstyle.org
o Resources for Additional Styles (uncommon). Tutors may refer to third-party resources that
are 1) accurate, 2) neutral, and 3) ad-free for these uncommon styles. Below are some, but not
all, of the various styles tutors may encounter.
▪ Bluebook (Legal)
• Sample Bluebook Paper
• Sample Bluebook Guide
• Official site: https://www.legalbluebook.com/
▪ ASA (Sociology)
• Quick ASA Guide
• Official site: https://www.asanet.org/teaching-learning/
▪ AMA (Medicine)
• Sample AMA (10th Ed) Style Guide
• Official site: https://www.amamanualofstyle.com/
▪ SBL (Religious)
• Sample SBL Style Guide
• Official site: https://sblhs2.com/

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Editing

Clients do NOT want tutors to edit student papers. This means they do not want
tutors to directly make corrections on the paper or tell students exactly how to correct their mistake. They feel
that when the corrections are made for the student, or when the student is told exactly how to fix their
mistake, that the student does not learn anything and will continue to make the same mistakes.

Clients prefer tutors who point out the error to the student, and then give the student a hint or tip on how to
fix it. This includes pointing out typos/spelling errors, incorrect word usage, or awkward word choice/phrasing,
instead of just fixing them for the student.

DON’T: He was a stunner[,] and he knew it. OR He was a stunner and he knew it. [insert a comma
after stunner]

DO: He was a stunner and he knew it. [run on sentence-review when to use commas with
conjunctions]

DON’T: It[‘]s very important that students become active learners sooner or later. OR Its very
important that students become active learners sooner or later. [Its should be It’s]

DO: Its very important that students become active learners sooner or later. [review the difference
between its and it’s and decide which one fits best here]

In-text Comments
Along with filling out the response form, clients expect that tutors leave sufficient in-text comments for each
review. The student’s paper should be copied/pasted to the bottom of the review form. [Clients expect tutors
to leave their in-text comments in brackets and in a different color.]

• Clients DO NOT want tutors to leave margin comments or use “track change” features, as not all
students can view these types of comments.
o Clients expect tutors to provide comments written in the text that students may access
regardless of the program being used.
• If a file is submitted as a PDF or other non-editable file
o Clients do not expect tutors to provide in-text comments for submissions in a non-editable file
type. Instead, clients expect tutors to:
▪ Fully complete the appropriate Provider Response Form
▪ Include the following non-editable comment:
• The file you submitted was not editable. Unfortunately, I wasn’t able to edit your
document. As a result, I was unable to provide in-text comments. For a full
review, including in-text comments, please submit your file as a .doc, .docx, or
.rtf. Thank you!
▪ Save the file as a PDF (without the student’s text or in-text comments)
▪ Upload the PDF version for the student to use when completing the submission.
o NOTE: Not all students have access to Word. If a file is submitted as a PDF or other non-
editable file (e.g. JPG, PNG, SAV, etc.), it MUST be returned as a PDF.

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 • If a student’s paper is submitted as a comment
o Copy and paste the student’s comment into the appropriate Response Form
o Fully complete the Response Form and provide in-text comments
o Save the file as a PDF and upload the PDF review for the student to use

Miscellaneous

• Effusive Comments: note that clients do not like effusive comments. Clients deem comments like
“outstanding essay” or “you are an excellent writer” as unnecessary for tutors to add to reviews.
Clients would rather tutors focus on how a student can improve than on praising them for what they
did well.
o Clients understand that tutors want to encourage students, and it is possible to leave feedback
that helps the student improve without being effusive.
▪ For example, instead of saying “excellent thesis,” a tutor may say something like “Your
thesis clearly lays out your central argument. Make sure each of your paragraphs fully
supports and advances your thesis.”

• Critical Comments: Clients also do not like comments that seem harsh or overly critical.
o Comments such as “there is no thesis,” “the paper has no direction,” or “the writing is not
engaging” can be considered harsh or overly critical, especially when no suggestion for
improvement is left.
o Clients prefer tutors who rephrase comments such as these into phrases that can be more
helpful to students. For example, “There is no thesis” can instead be “The paper lacks a clear
thesis which makes it hard for the reader to understand what your purpose is. Your thesis
should be a concise sentence that clearly details what your paper is about.”

• Grading Comments Clients also do not like comments that make it seem like tutors are grading the
student submission.
o Comments like “I would give this paper top marks” are inappropriate because the tutor has no
control over how an instructor will evaluate a student’s work.

• Accuracy: Clients expect that all feedback left for students is accurate.
o Clients expect that tutors double-check the accuracy of their feedback, especially when it
comes to formatting or grammar comments.
o Clients expect that tutors know the difference between titles that should be presented in italics
and titles that should be presented in quotation marks, based upon style guide.

• Sharing Personal Information: Clients do not want tutors sharing personal information such as their
personal email address or personal beliefs/opinions with students. This includes replying to student
messages in the inbox. Clients expect tutors to report any questions students have to
[email protected] instead of answering questions on their own.

• Questions about Qualifications: When a tutor gets a question on what kind of training they get from
Brainfuse and how they qualify to tutor for Brainfuse, the tutor needs to defer those questions to the

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 office by referring the user to [email protected]. If the tutor is certain that the user is not a minor,
then the tutor can jot down the user’s email address and send it to [email protected] so that
office staff can follow up.

• Client Complaints: Tutors who receive more than 3 customer complaints successively may be removed
from access to the Writing Lab. Complaints include, but are not limited to, late paper reviews,
returning incorrect submissions to students, incomplete reviews, recycled comments, typographical
errors, failure to pay attention to student requests, and lack of familiarity with style manuals.

• Contact Information: ALL Writing Lab questions or issues should be sent to [email protected]

o [email protected] is for student use ONLY

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