That is not a generalization. We are asked that exact question--Can you make sure this is good?--frequently. Those are the words.*
The simplest of answers: No.
The process is always longer than that. People come to us for help, they just don't know what help we have to give. Instead of a bunch of marks on a page that will turn into corrections that students may or may not understand, we have questions.
I usually ask student writers who ask this question if they think their paper is not good. They are not accustomed to this question. It shocks some people visibly. They get a strange, confused expression on their face. If they were moving, they stop. Not everybody reacts this way, but a good number of people may have never been asked to think about the quality of their own work before.
My question leads to why they think their paper is not good. This is the important point in the conversation. They usually have a good idea. Suddenly they are able to verbalize that they know their paper has no thesis, that they need to work on organization, that the are struggling with the conclusion, or some other specific issue that was lurking behind their general request for goodness.
Some of them fall back from making sure it's good to wanting to make sure "it makes sense" or "it flows." I keep on going. I ask them why they think it doesn't. Eventually, they are able to evaluate their own work, and most of the time, they are right.
These students have somehow grown accustomed to other people making sure it's good. When asked to be specific in what they think is malfunctioning in their paper, when they start to think about it, when they do that work, they are able to start to make sure it's good, and we are able to help them do so.
It all comes down to ownership. I find that most people are perfectly capable of crafting a thoughtful paper if they are willing to think about it, answer questions, and dig into what they are trying to say. That's why I make them dig into what they think is wrong in the first place.
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