Five global changes, one declined suggestion and the reason behind each appear in the CM107 Unit 9 revision memo example, traced to whoever prompted them. Searches like "cm 107 unit 9 assignment example", "cm107 unit 9 sample" and "cm107 unit 9 example" land here.
What a finished CM107 Unit 9 revision memo looks like
The memo runs roughly 550 words under a standard To, From, Date and Subject heading, addressed to the instructor. The revised thesis leads the memo, with a note on how it differs from the draft's: children's cards are now defined as cards issued to readers under [13]. Five numbered revisions follow, each in the same shape: what changed, where, why, and what prompted it. The revenue paragraph shrank from about 280 words to two sentences, and its figure moved into the reply to the counterargument. The counterargument itself moved up, directly after the blocked-card paragraph. The conclusion lost its sentence about adult cards. A blog was replaced by the county budget summary. A paragraph on declined advice explains why teen cards stayed out, and a brief closing list covers sentence-level edits.
How a CM107 Unit 9 example is structured
The memo moves from largest change to smallest, which is the order most CM107 prompts request and the order a grader reads for. Global revisions come first as numbered paragraphs of three to five sentences each, and every one cites what prompted it: the seminar listener who restated the numbers instead of the claim, the peer reviewer who asked why the objection came so late, the instructor comment beside the stray final sentence. After the numbered changes, one paragraph addresses feedback the writer chose not to follow, the reviewer's suggestion to include teen cards, and explains that the evidence gathered concerns younger readers and would not stretch. Local edits are grouped into a single short paragraph: a repeated phrase cut from four uses to one, two transitions rewritten, citations completed. A final sentence names what the writer is least sure of in the revised version.
Changes ranked by size
The cut paragraph and the moved counterargument lead the memo because they alter what the essay does. Comma fixes appear last and briefly, which shows the writer can tell revising from editing.
Every change traced to its prompt
Each numbered revision names what triggered it, a listener, a reviewer or an instructor note. That trail shows feedback being weighed rather than obeyed, which is what many rubrics look for here.
A moved counterargument explained
The objection that fines teach responsibility now follows the blocked-card paragraph, because that is where a skeptical reader thinks of it. The memo gives that reason in one sentence and points to the new paragraph by number.
Advice declined, with a reason
The reviewer suggested adding teen cards. The memo explains that the sources concern children under [13] and would not support the wider claim, which demonstrates judgment in a way that accepting everything cannot.
One stated uncertainty
The memo closes on the part of the revision the writer trusts least, the new opening image. Naming it invites a useful comment and reads as candor rather than weakness.
Where marks go in CM107 Unit 9
Listing edits as though they were revisions is the classic failure of this memo. Fixed comma splices, a stronger verb and a corrected citation are real work, but a memo presenting them as its main changes tells the instructor the argument never moved, and many rubrics read that as a failed revision. Next comes the memo that describes changes without reasons, a list of what moved with no account of why. Vague sourcing costs points too: saying feedback was incorporated, without naming whose or which comment, gives the grader nothing to verify against the draft. Memos that accept every suggestion uncritically can lose credit in sections that ask for evaluation of feedback. A memo that does not match the revised essay, describing a cut that never happened, is a serious problem wherever the two are graded together.
Get a CM107 Unit 9 example written to your instructions
Send your first draft, the revised version or the changes planned for it, and any feedback received from classmates or your instructor, along with the CM107 Unit 9 memo prompt and rubric. The memo follows those real changes, ranked and traced to their sources, within 24-48h. There is no fee for a first custom sample.
CM107 Unit 9 questions, answered
What if I only made small changes?
Then the memo can say so honestly and explain why, but most CM107 prompts at this stage expect at least one change to the argument itself. If the draft truly needed only editing, a memo explaining which larger options were considered and rejected, and on what grounds, usually scores better than one that lists commas as revisions.
Should the memo quote the feedback I received?
Briefly, where it helps. A short quotation of the comment that prompted a change, attributed to a classmate by role rather than name if your section prefers, makes the reasoning easy to follow. Pasting whole reviews into the memo is unnecessary and pushes the actual explanation of your revisions out of view.
Is the revision memo graded separately from the final essay?
Often, though some sections grade them together or treat the memo as a required attachment. Either way, instructors tend to read the two side by side, checking whether the changes the memo describes appear in the essay. A memo promising revisions that the final version does not contain is among the easier problems for a grader to spot.