prompt essay feedback

Once you write a first draft, put it in a drawer for a week. Taking some time away from it will allow you to come back to it with fresh eyes. Then, try to read your essay from the perspective of someone who knows nothing about you. Would they be able to understand the story? Do you explain clearly what you learned? Does your intro grab the reader's attention?

It can also be helpful to ask someone you trust, such as a parent, teacher, or peer, to read your essay and give you feedback. Really listen to what they say and think about how you can improve your writing.

Finally, try reading your essay aloud. This will help you catch any weird or awkward phrasings.

What's Next?

If you're struggling with how to approach your personal statement, consider looking at some college essay examples .

The essay is just one part of the college application process. Check out our guide to applying to college for a step-by-step breakdown of what you'll need to do.

Finally, if you're planning to take the SAT or ACT , consider taking a look at our expert test-prep guides for some helpful advice on whatever you might be struggling with.

Alex is an experienced tutor and writer. Over the past five years, she has worked with almost a hundred students and written about pop culture for a wide range of publications. She graduated with honors from University of Chicago, receiving a BA in English and Anthropology, and then went on to earn an MA at NYU in Cultural Reporting and Criticism. In high school, she was a National Merit Scholar, took 12 AP tests and scored 99 percentile scores on the SAT and ACT.

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How to Give Positive Feedback on Student Writing

If your corrective feedback is very detailed but your positive comments are quick and vague, you may appreciate this advice from teachers across the country.

“Nice work.” “Great job.” “Powerful sentence.” Even though I knew they wouldn’t mean much to students, these vague and ineffective comments made their way into my writing feedback recently. As I watched myself typing them, I knew I was in a rut. My critical comments, on the other hand, were lengthy and detailed. Suggestions and corrections abounded. I realized that I was focused too much on correcting student work and not enough on the goal of giving rich positive feedback.

As a writer, I know how hard it is when the negative feedback outweighs the positive. We all have things to work on, but focusing only on what to fix makes it hard to feel that our skills are seen and appreciated. My students put so much work into their writing, and they deserve more than my two-word positive sentences.

I wanted out of the rut, so I turned to my favorite professional network—teacher Twitter—and asked for help . “What are your favorite positive comments to make about student writing?” I asked. Here are some of the amazing responses and the themes that emerged from more than 100 replies from teachers.

Give a Window Into Your Experience as the Reader

Students typically can’t see us while we’re experiencing their writing. One genre of powerful positive comments: insights that help students understand how we responded as readers. Teacher Amy Ludwig VanDerwater  shared these sentence stems, explaining that “commenting on our reading experience before the craft of writing is a gift”:

• This part really moved me.
• I laughed out loud when I read this line.
• Your writing makes me think...
• You opened up a door in my mind.
• Now I am questioning...
• Now I am connecting to...
• Now I am remembering...

On a similar note, Virginia S. Wood  shared: “I will tell them if I smiled, laughed, nodded my head, pumped my fist while reading their work, and I’ll tell them exactly where and why.”

I used Wood’s advice recently when I looked through a student’s project draft that delighted me. I wrote to her, “I have the biggest smile on my face right now. This is such an awesome start.”

Giving students insight into our experience as readers helps to connect the social and emotional elements of writing. Positive comments highlighting our reading experience can encourage students to think about their audience more intentionally as they write.

Recognize Author’s Craft and Choices

Effective feedback can also honor a student’s voice and skills as a writer. Pointing out the choices and writing moves that students make helps them feel that we see and value their efforts. Joel Garza shared, “I avoid ‘I’ statements, which can seem more like a brag about my reading than about their writing.” Garza recommends using “you” statements instead, such as “You crafted X effect so smoothly by...” or “You navigate this topic in such an engaging way, especially by...” and “You chose the perfect tone for this topic because...”

Similarly, seventh-grade teacher Jennifer Leung suggested pointing out these moments in this way: “Skillful example of/use of (transition, example, grammatical structure).” This can also help to reinforce terms, concepts, and writing moves that we go over in class.

Rebekah O’Dell , coauthor of A Teacher’s Guide to Mentor Texts , gave these examples of how we might invoke mentor texts in our feedback:

• “What you’re doing here reminds me of (insert mentor text)...”
• “I see you doing what (insert mentor writer) does...”

O’Dell’s advice reinforced the link between reading and writing. Thinking of these skills together helps us set up feedback loops. For example, after a recent close reading activity, I asked students to name one lesson they had learned from the mentor text that they could apply to their own writing. Next time I give writing feedback, I can highlight the places where I see students using these lessons.

Another teacher, Grete Howland , offered a nonjudgmental word choice. “I like to use the word ‘effective’ and then point out, as specifically as I can, why I found something effective. I feel like this steers away from ‘good’/‘bad’ and other somewhat meaningless judgments, and it focuses more on writing as an exchange with a reader.”

Celebrate Growth

Positive feedback supports student progress. Think of positive comments as a boost of momentum that can help students continue to build their identity as writers. Kelly Frazee  recommended finding specific examples to help demonstrate growth, as in “This part shows me that you have improved with [insert skill] because compared to last time…” As teachers, we often notice growth in ways that our students may not recognize about themselves. Drawing out specific evidence of growth can help students see their own progress.

Finally, I love this idea from Susan Santone , an instructor at the University of Michigan: When students really knock it out of the park, let them know. Santone suggested, “When my students (college level) nail something profound in a single sentence, I write ‘Tweet!’ ‘Put this onto a T-shirt!’ or ‘Frame this and hang it on a wall!’—in other words, keep it and share it!”

These ideas are all great starting points for giving students meaningful positive feedback on their writing. I’ve already started to use some of them, and I’ve noticed how much richer my feedback is when positive and constructive comments are equally detailed. I’m looking forward to seeing how these shifts propel student writing. Consider trying out one of these strategies with your students’ next drafts.

How to give constructive feedback on writing that rocks

Knowing how to give great feedback (and also how to spot writing feedback that serves rather than shuts down) is crucial for author growth. Learn more about helpful vs unhelpful feedback.

• Post author By Jordan
• 17 Comments on How to give constructive feedback on writing that rocks

Learning how to give constructive feedback on writing is a valuable communication skill. Understanding the difference between helpful and unhelpful feedback is wisdom you can apply in other areas of life – in relationships; when a friend asks your honest opinion. Learn how to give sensitive, useful critique (plus strategies for taking feedback on your own writing better):

How to give constructive feedback:

Remember the purpose of writing feedback, understand helpful vs not helpful feedback, prioritize your suggestions, use the ‘slug sandwich’ to temper criticism, match critique style to the writer’s level, critique the writing, not the author.

Why give writing feedback to others in a writing group, in a critique circle, or become a beta reader ? Giving feedback:

• Helps others improve their writing so they can reach their goals.
• Improves your own problem-solving (developing critical thinking skills you can apply to your own work).
• Builds rapport with writers that sustains productive collaboration (when given in a tactful and supportive way).

The purpose of writing feedback depends, of course, on its context.

In a classroom, feedback is to assist language learners in developing skills such as composition, clarity, style and general language usage. Feedback helps you see the common languag e or formal errors you make most often, and learn how to avoid making the same mistakes repeatedly.

In a fiction writing group or editing process , feedback provides uses such as having an external sounding board, collaboration, and developing your writing towards a further goal (such as publication).

Helpful feedback is commentary that helps a writer to make a text a better version of itself.

It does not tell the recipient ‘you are bad’ or ‘I am better’. Rather, it is driven by an ethos of ‘let’s make this stronger, together’.

Helpful writing critique tends to provide:

• Comments aligned to the writer’s stated or implicit goals (e.g. if the author is writing romance, an implicit goal is that the story’s central conflicts involves romantic relationships, the conventions of this genre)
• Specific, actionable suggestions (compare ‘this part might be even more interesting if you…’ to ‘this part is boring’)
• Examples – compare ‘Ugh this is full of comma splices’ to ‘you have a comma splice between [two given words]’. The second pinpoints an actionable improvement

Types of unhelpful writing feedback include feedback that uses:

• Mean/unkind tone likely to discourage (e.g. ‘You should give up writing’)
• Sweeping suggestions that lack specificity (e.g. ‘This isn’t interesting’)
• Subjective bias presented as a universal value (e.g. giving a negative critique because the feedback giver does not like the genre, regardless of the writing’s own qualities)

Here is an example of less constructive feedback from the comments section of this article:

This is unhelpful propaganda. Brutal honesty is a kindness. Commentator, ‘Irefuse’

The comment checks all three of the above points:

• Its tone is direct but unkind and discouraging in its use of negative exaggeration (accusation of a defamatory nature – the false accusation of creating ‘propaganda’).
• It makes sweeping claims without examples to back up the argument or further specificity (‘propaganda’ is defined as ‘information, especially of a biased or misleading nature, used to promote a political cause or point of view’).
• It makes the universal yet subjective statement that ‘brutal honesty is a kindness’. The truth is many writers will not experience your brutal honesty in writing groups or reviews as kind. This is where the distinction between a nuanced critique and vitriol matters, the sensitive and empathic versus the excoriating hatchet job. Empathy and intent make a difference in whether people can hear – and act on – feedback.

Critique empowers, or opens up another perspective. Criticism is harsher, the kind of ‘brutal honesty’ that may be unhelpful or counter-productive.

Let’s look at how to give good feedback on writing, given the above:

A great strategy for giving critique is to prioritize your suggestions. George Mason University has a helpful guide to giving feedback that talks about ‘Higher Order Concerns’ (issues such as overall clarity, effectiveness) and ‘Lower Order Concerns’ (minor, sentence-level issues such as SPAG, also known as spelling, punctuation and grammar).

Lead with the most important, standout aspects. First the good elements, then the areas needing improvement.

Our manuscript evaluations are structured this way (the first two sections highlighting standout positives and broad areas for improvement).

This means the writer leads with encouragement they can carry over as ‘buffer’ into any more critical observations. There’s an aura of positivity to tide them over, through any rougher patches.

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This is a classic approach to criticism (often, a curse word replaces ‘slug’ – this is the classroom-friendly version).

What is a ‘slug sandwich’ in writing feedback? You:

• Give kudos to or acknowledge the writing’s most effective aspects – what gave you the most pleasure or appeared the most effective.
• Next, you move on to areas that (in your opinion) require further work, preferably with specific, actionable examples.
• End with sincere words of encouragement.

Example of constructive critique

An example of constructive writing feedback using this approach for the classic fable Cinderella:

[The ‘top slice’ of kudos] I enjoyed how you showed the complex family dynamics between Cinderella and her step-mother and mean step-sisters – this rang true of an adjustment phase that often does happen in blended families. [The ‘middle slug’ of suggestion] The fairy godmother could read like a deus ex machina to some – something that comes in and saves the day, making success a little too certain or easy for Cinderella. Is there perhaps a further challenge she might have where the godmother is unable to assist her, like a ‘dark night of the soul’, something that truly tests her and she has to stand alone and ‘figure it out’ for herself? [The ‘bottom slice’ of encouragement] You’ve captured the relationships within the family well. Perhaps consider cutting off the godmother’s support in the rising action towards the end so that the stakes and suspense are even higher. Keep going! Example of three-part, constructive feedback

Common criticisms of this feedback approach (often shared in the business world) are:

• People come away only remembering the ‘bread’ of kudos and encouragement (criticism gets lost in the mix).
• It may seem inauthentic due to having a somewhat ‘templated’ format that can seem impersonal.

These are valid objections to this approach. However, if you keep each part to the point, and strive to fill your feedback with empathy, purpose and tact (authentic connection, in other words), your feedback should still be effective.

It’s better than harsh feedback which shuts down openness and discussion.

In a critique circle or as an editor starting out, you’ll likely find yourself critiquing writers who are writing at all different levels.

In a Critiques Live writing workshop (a Now Novel membership benefit for The Process and other plans), some Now Novel members shared that they ‘didn’t feel qualified’ to critique other writers.

This is where it’s helpful to remember that there is a difference between professional editing and peer review. Every peer has different experiences and may pick up on different elements of the story and contribute an immensely useful perspective (because of their individual field of reference).

Some writers may be ready for publication or have already published. Others might have written or have just started their first ever story.

Match your feedback to where the writer is at. If a writer has stated, for example, that English is not their first language, cut them slack on errors of usage. Rather suggest a general grammar resource they can use for self-study if they wish than tear apart their writing error by error – unless you’ve been hired as a copy-editor for precisely this role. The best critique helps people where they’re at, not where the reviewer thinks they ought to be. Great editing elevates, never condescends.

There are times where you might read work where the characters are objectionable, or the subject matter is unsavory to you.

It is important to critique the writing rather than leap to ad hominem (personal attack).

For example, if an author writes a story where all the male characters are arrogant chauvinists and all the women are simplistic ‘bimbo’ tropes, this could be reflective of the author’s own limited awareness or sensitivity to gender issues.

They could also hold opposing views to their characters or could think they are offering excellent social critique or satire, unaware of how they could be misread .

In giving good feedback, it is thus safest to focus on the text itself. Frame criticism in terms of the writing itself. Critique the writing. It is much more likely to reach an author if you say, for example, ‘The female characters at times seem two-dimensional, as though they only exist to satisfy the male characters’ needs, such as when…’. Compare this to writing feedback that says, ‘Gross, you’re a sexist pig’…

Nuanced feedback opens dialogue instead of shutting down communication (when feedback giver and recipient are open to it). This allows for true improvement and learning.

How to take constructive feedback better

Giving good writing feedback is one challenge. Receiving it without it denting your motivation is another entirely. In a recent open Now Novel writing webinar , an attendee asked in the Q&A portion how to take feedback. You could try:

• Skim for tone. Is writing feedback given with tact, care, precision and purpose? If not, don’t give it too much weight or power over your self-belief. Don’t even read it to the end if it appears mean-spirited.
• Pretend you’re reading editorial feedback for another author. (Active dissociation can help to make it feel less personal.)
• Look for supporting statements: Does your reviewer support any suggestions or statements with examples from your own story or others?
• State the specific type of feedback you’re looking for upfront. For example, if you struggle with detailed description , you could say ‘Please suggest how I could improve my descriptions’. If feedback doesn’t fulfil your brief you then have reason to skip it.

Need constructive feedback? Get a free sample edit when you request a quote for our fiction editing services .

Further resources

Angela Ackerman offers excellent advice on how to handle critiques of your own work: Evaluating Critique Feedback . K.M. Weiland gives succinct pointers on sorting good feedback from bad: How to Get Feedback on Your Writing (and Sort the Good from the Bad) .

Although business-oriented in scope, Scott Halford’s piece for Entrepreneur raises how important it is to create an atmosphere of safety in giving feedback.

What’s the best writing advice you ever got? Tell us in the comments.

Related Posts:

• Writing feedback: How to get helpful critiques
• Giving writing feedback: Improve your craft
• How to find beta readers for final draft feedback
• Tags writing feedback , writing groups

Jordan is a writer, editor, community manager and product developer. He received his BA Honours in English Literature and his undergraduate in English Literature and Music from the University of Cape Town.

17 replies on “How to give constructive feedback on writing that rocks”

This is so timely for me, it’s uncanny. Thank you, Jordan. I had reached an impasse and almost wanted to quit my writing group. Now I see a way forward.

Hi Heather, I’m so glad to hear that. If it’s not a fit with your writing group, I would say you’re completely within rights to seek a better fit. I hope the way forward works out. Thank you for sharing your feedback.

Thank you for this. The key points for me were: a) Make a text better a better version of itself. b) Lets make this stronger, together. Be specific, use actionable suggestions, while encouraging continued writing. Perfect.

Hi Jamie, it’s a pleasure. Thank you for reading this.

Its very helpful.

Thank you for your feedback, Khuzaima. I’m glad you found this article helpful.

This is unhelpful propaganda. Brutal honesty is a kindness.

Hi ‘Irefuse’. ‘Brutal’ and ‘kindness’ are somewhat oxymorons. Calling an article about constructive critique with suggestions on ways to give it ‘propaganda’ is a STRETCH, though. I’m sorry you personally found it unhelpful, next time the constructive criticism would be suggesting ways to make it better, pinpointing the arguments or passages you took issue with and how they could be improved. I’m sure when you find the bravery to share work in the public domain you will have to deal with comments that only seek to tear down and label. Good luck when you do.

Jordan, most exalted kudos to you and your response to “Irefues”. I am not sure how anyone would or could find your article unhelpful unless they were not looking to get potentially useful information relating to critique about one’s own writings or how to give criticism to others on their writings. I will also say that your response was very professional and yet I sensed in your word usage and structure that it was meant as a zinger to illustrate very tactfully your last two statements. Brilliant. Thanks for your article and your response to those commenting on it.

Hi Michael, thank you very much. Everything from the username to the email given (which completed the phrase ‘I refuse to sign up’) had an aggressive/pointed streak which made it clear it was more of a trolling attempt to be unkind than serious critical engagement. I always say to writers it’s best to say ‘water off a duck’s back’ because trolls can be persistent, cruel, and vicious, and you don’t want a negative feedback pile-on or something more nefarious or ‘black hat’. That being said, this duck can be spicy, the water drying before it hits the ground 🙂 I try to turn rudeness/unkindness into a teachable moment (I think I bristled at the false accusation of producing ‘propaganda’ – a real nonsense), and I’m glad that came through. Thank you for reading our blog and I’m glad you found it helpful.

I am sorry but I misrepresented what I need from you. I am writing down information that is true and simply want a few adjustments made to what I wrote. It is not a novel but more of a report from one person to another.

Hi Susan, I don’t see any other communication (regarding what you said about a misrepresentation)? Perhaps you typed a comment on another article but it’s not showing for me. Are you looking for editing services (your reference to wanting adjustments made)? You can request a no-obligation editing quote via our editing services page .

This is clearly a much-needed article! I’m so glad it’s now linked in the feedback section. “Brutal honesty” means nothing in terms of improvement unless it comes with an acknowledgment of what was attempted and how to take next steps. The research is clear.

I really loved how you turned a negative comment on your own work into something that improved this article. Really good use of the examples– they helped strengthen the points about what good or bad feedback sounds like. I remember having a good friend who I shared my work with, and they dismissed it as “cheesy”. I knew they had good intentions and wanted me to improve, but the way they phrased it hurt me. This led me to question how I can share feedback to others without sounding hurtful like my friend. Thank you for this article. It helped me avoid mistakes I might have made.

Dear Mackey, Thanks for your comments on the blog. Yes there’s a way to give feedback that is constructive and helps you improve your writing. So pleased to hear that you have found it helpful.

Good article. There is an art and craft to this. One of the first ‘feedback templates’ I was ever introduced to asked 1) What was communicated? This question alone yields so much useful information to the writer because what they might want to say and do say are vastly divergent.

That’s an excellent question to ask about a piece of writing, Scott. Thanks so much for sharing it. And thanks for reading the blog.

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Learn How to Respond to 10 Types of Essay Feedback

Receiving feedback on your essays is an essential part of the learning process. It helps you grow as a writer and understand the areas where you need improvement. However, understanding and responding to different types of feedback can sometimes be challenging. In this article, we will explore ten common types of essay feedback and provide tips on how to effectively respond to each one.

1. “Well done, but this point needs more explanation”

If your instructor tells you that a particular point in your essay needs more explanation, don’t worry! This type of feedback simply means that you have presented a good idea, but it requires further clarification for the reader. To respond effectively, go back to that specific point and expand on it. Provide more examples, evidence, or background information to make your argument more compelling.

2. “It’s unclear how this point relates to your overall argument”

When your feedback suggests that a point in your essay is unclear and doesn’t connect to your overall argument, it’s important to revisit your thesis statement and ensure that all your supporting points are aligned with it. Take the time to rework the section and make sure the connection between your ideas is explicit. This will help your reader follow your train of thought more effectively.

3. “This section seems irrelevant or inappropriate”

When a certain section of your essay is deemed irrelevant or inappropriate, it’s crucial to assess whether it’s truly necessary for your argument. If not, consider removing it altogether. However, if you believe that the section adds value to your essay, try to reframe it or reposition it within the context of your argument. This way, you can demonstrate its relevance and make it more integrated into your overall discussion.

4. “Your essay lacks focus and structure”

When feedback suggests that your essay lacks focus and structure, it means that your ideas are not organized in a logical and coherent manner. To address this, read through your essay and identify the main points or arguments you want to make. Then, create an outline or a structure that helps you present your ideas in a clear and organized way. This will make it easier for your reader to follow your thought process.

5. “There are too many grammatical errors”

If your feedback indicates that your essay is riddled with grammatical errors, take the time to proofread your work thoroughly. Pay attention to grammar, punctuation, and spelling. Consider seeking help from a reliable proofreader or utilizing writing tools that can assist you in catching these errors. A well-written essay with proper grammar can help convey your ideas more effectively.

6. “Your essay is too long/short”

If your feedback states that your essay is either too long or too short, it’s important to consider the purpose and requirements of the assignment. If you have exceeded the word count, review your essay and identify sections that can be condensed or removed without compromising your argument. If your essay is too short, look for areas where you can add more examples, explanations, or evidence to support your claims.

7. “Your essay lacks evidence or examples”

When feedback suggests that your essay lacks evidence or examples, it means that your arguments are not well-supported. Take this opportunity to gather more information, research, or examples to strengthen your claims. Incorporate these additional sources into your essay, making sure they enhance your argument and provide solid evidence for your points.

9. “Your essay lacks a clear thesis statement”

If feedback highlights that your essay lacks a clear thesis statement, go back to this crucial element and make sure it clearly articulates your main argument. Your thesis statement should guide the entire essay and provide a roadmap for your reader. Revise and refine it until it accurately reflects the direction and purpose of your essay.

10. “Your essay missed the main point of the prompt”

If your feedback suggests that you missed the main point of the essay prompt, take the time to carefully reread the instructions and prompt. Identify where you deviated from the prompt and make the necessary revisions to align your essay with the requirements. It’s important to stay focused on the prompt to ensure that your essay fully addresses the given topic.

By understanding and effectively responding to different types of essay feedback, you can improve your writing skills and produce stronger essays in the future. Remember to take feedback as an opportunity for growth and learning, and always strive to incorporate the suggestions and critiques into your writing process.

Constructive Criticism for Improving Your Writing Skills

Giving feedback.

When receiving feedback on your writing, it’s important to remember that the person giving the feedback is trying to help you improve. Instead of being defensive or dismissive, try to view their suggestions as an opportunity for growth.

Related Statements

If someone says that your ideas are not well-developed or that your arguments lack evidence, it’s important to take this feedback seriously. Consider revisiting your sources and incorporating more specific and relevant information to support your points.

Furthermore, if someone mentions that your thesis is too vague or your paragraphs are not well organized, use this feedback to guide your revisions. Stronger and more clearly defined thesis statements, as well as logical and well-structured paragraphs, can greatly enhance the overall cohesiveness of your essay.

“Confused” or “Inappropriate”

If someone describes your writing as “confused” or “inappropriate”, it’s crucial to identify the specific areas where you may have gone off track. Take the time to analyze your arguments and ensure that they align with your thesis statement. Consider seeking clarification from your instructor or classmates if needed.

“Expand/Elaborate”

If one of the feedback comments suggests that you need to expand or elaborate on a certain point, take this as an opportunity to delve deeper into your topic. This would require additional research and analysis to provide a more comprehensive understanding of the subject matter.

“Very Abstract” or “Lack of Specific Examples”

If someone mentions that your writing is too abstract or lacks specific examples, take this feedback to heart. Adding concrete examples and incorporating real-world scenarios can greatly enhance the clarity and credibility of your arguments.

“Confusing Formatting”

If someone points out issues with the formatting of your essay, such as improper citations or inconsistent referencing, make sure to address these concerns. Formatting plays a crucial role in academic writing, so it’s essential to follow the guidelines and ensure consistency throughout your essay.

“Improved, but still needs work”

If you receive feedback that acknowledges your improvements but suggests that there is still room for growth, don’t be disheartened. Take this feedback as motivation to continue honing your writing skills. Ask for specific areas or examples that need further improvement, and use this feedback to push yourself further.

Addressing Grammar and Punctuation Errors

1. Incorrectly used commas

If you received feedback about incorrectly used commas, take the time to understand what the correct comma usage should be. Commas are essential for indicating pauses, separating ideas, and aiding in the flow of your writing. Consider revising your essay to ensure the proper placement of commas in order to improve the overall readability.

2. Missing apostrophes

Missing apostrophes can create confusion and make your writing appear less professional. If someone pointed out that you forgot to use an apostrophe, go through your essay carefully and identify the places where they should be inserted. Make the necessary corrections to ensure proper grammar and punctuation.

3. Run-on sentences

Run-on sentences are another common issue that can affect the clarity of your writing. If your feedback suggests that you have run-on sentences, consider breaking up long sentences into smaller, more concise ones. This will make your ideas easier to follow and prevent your essay from becoming too dense.

4. Incorrect verb tense

Using an incorrect verb tense can confuse your readers and disrupt the flow of your ideas. If your feedback indicates that you’ve used verb tenses incorrectly, review your essay and make the necessary changes to ensure consistency throughout. Pay close attention to the timing of the events you’re describing and make sure your verb tenses align accordingly.

5. Lack of subject-verb agreement

A lack of subject-verb agreement can make your writing sound ungrammatical and unprofessional. If your feedback suggests that you have issues with subject-verb agreement, carefully review your sentences and make corrections as needed. Ensure that your subjects and verbs are in agreement in terms of number and person.

6. Inconsistent use of pronouns

If your essay shows inconsistent use of pronouns, it may confuse your readers and make your writing less coherent. Pay attention to the pronouns you’ve used and make sure they align with the intended antecedents. Make any necessary revisions to ensure clarity and cohesiveness in your writing.

7. Lack of proper capitalization

If your feedback points out a lack of proper capitalization, take the time to go through your essay and identify any words that should be capitalized. Proper capitalization is important for indicating the beginning of sentences, proper nouns, and titles. Make the necessary corrections to ensure your essay is well-written and adheres to standard writing conventions.

8. Flawed sentence structure

A feedback regarding flawed sentence structure may suggest that your sentences are too long or poorly constructed. Take the time to analyze your essay and identify any sentences that could be revised for clarity and coherence. Consider using shorter sentences to improve the flow of your ideas and ensure your essay is well-structured.

9. Confusing word choices

If your feedback suggests that some of your word choices are confusing, consider revisiting those areas in your essay. Look for alternative words or phrases that better convey your intended meaning. Strive for clarity and precision in your writing to ensure that your ideas are effectively communicated.

10. Lack of proofreading

If your feedback indicates that your essay has numerous grammar and punctuation errors, it may be a sign that you didn’t properly proofread your work. Before submitting your essay, take the time to carefully read through it multiple times. This will help you identify and correct any mistakes that were overlooked during the writing process.

Addressing grammar and punctuation errors is crucial for enhancing the overall quality of your essay. By carefully considering and implementing the feedback you receive, you can improve your writing skills and produce a well-crafted and polished piece of work.

Revising Weak Arguments and Providing Supporting Evidence

In order to revise weak arguments, you should begin by reexamining the main points you are trying to make. Ask yourself what you really mean and whether you have provided enough evidence to support your claims. It is important to be clear and specific in your arguments and back them up with examples, facts, or research.

One weakness often pointed out by feedback is that the essay lacks specific examples. If you find that your arguments are too abstract or generalized, try to provide concrete examples to make your point more clear and convincing. This could involve using real-life scenarios, statistics, or case studies to illustrate the validity of your arguments.

Another weakness that feedback may highlight is a lack of focus. If your essay starts off strong but then goes off on a tangent or loses its main idea along the way, it is important to revise and ensure that your arguments are consistently related to your main thesis. By staying focused on your main idea, you can provide a more cohesive and impressive argument.

Grammar and clarity are also important factors to consider when revising your arguments. Feedback that points out unclear or vague remarks should not be overlooked. Make sure that your ideas are presented in a clear and organized manner, using proper grammar and sentence structure. This will help your arguments come across as more persuasive and effective.

While feedback can sometimes be tough to receive, it is important to remember that it is meant to help you improve. Revising weak arguments and providing supporting evidence should be a priority in order to strengthen the overall quality and impact of your essay. By paying attention to feedback and making the necessary revisions, you can create a more focused, compelling, and effective essay that will leave a lasting impression on your reader.

Responding to Feedback on Organization and Structure

1. lack of a clear thesis.

If the feedback suggests that your essay lacks a clear thesis statement, take this opportunity to revisit your main argument and make it more explicit. Make sure your thesis statement is concise, specific, and encompasses the main point you want to make in your essay.

2. Weak Organization

If you receive feedback about weak organization, address this by clearly outlining your main points and providing sufficient evidence to support each point. Use topic sentences and transitions to guide the reader through your essay and ensure a logical flow.

3. Overuse of Evidence

If the feedback suggests that you are relying too heavily on evidence without properly analyzing or connecting it to your main argument, you must find a balance. Remember that evidence should be used to support your points, but you should also provide analysis and explanation to show how the evidence supports your thesis.

4. Lack of Coherence

If your essay lacks coherence and the feedback points this out, revise your essay to ensure that your paragraphs and ideas flow smoothly from one to another. Use transitional words and phrases to create a logical progression of ideas.

5. Inappropriate Paragraph Length

If the feedback suggests that your paragraphs are too long or too short, adjust your paragraph length to ensure each paragraph focuses on one main point or idea. This will help the reader follow your argument more easily.

6. Confusing or Incorrect Use of Grammar

If the feedback highlights issues with grammar, take the time to review the rules of grammar and proofread your essay carefully. Seek assistance from grammar resources or consider consulting a writing tutor to improve your grammar skills.

7. Lack of Focus on the Main Argument

If the feedback indicates that you have strayed from your main argument or have not given it enough attention, revise your essay to ensure that every paragraph and piece of evidence is directly related to your main thesis. Eliminate any irrelevant or tangential information.

8. Insufficient Citations or Examples

If you receive feedback suggesting that you need more citations or examples to provide support for your argument, go back and revise your essay to include additional evidence. Be sure to properly cite your sources and use examples that are relevant and effective.

10. Failure to Address Alternative Views

If the feedback suggests that you haven’t adequately addressed alternative views or counterarguments, revise your essay to acknowledge and respond to these perspectives. Incorporating alternative views shows that you have considered different perspectives and strengthens your overall argument.

Overall, feedback on organization and structure is valuable for improving the clarity and effectiveness of your essay. Embrace this feedback as a learning opportunity and use it to make your writing stronger and more compelling.

What should I do if my essay is marked as “misses the point”?

If your essay is marked as “misses the point”, it means that you did not address the main argument or question of the essay prompt. In order to improve, you should carefully read the prompt and make sure that you understand what is being asked. Then, tailor your essay to directly answer the question or address the argument.

Can you give me an example of an essay that misses the point?

Sure! An example of an essay that misses the point would be if the essay prompt asks you to discuss the impact of climate change on the environment, but your essay focuses solely on the factors contributing to climate change. In this case, your essay would miss the point because it does not address the impact on the environment as specifically requested.

What can I do to prevent my essay from missing the point?

To prevent your essay from missing the point, it is important to carefully read and understand the essay prompt before you begin writing. Take note of the main argument or question being asked, and make sure that your essay answers that specific prompt. You can also outline your essay beforehand to ensure that you are covering all the necessary points and staying on track.

How can I determine if my essay misses the point?

You can determine if your essay misses the point by comparing it to the main argument or question of the essay prompt. Read your essay carefully and critically evaluate whether it directly addresses the prompt or argument. If there are any major deviations or omissions from the prompt, it is likely that your essay misses the point.

What should I do if my essay is marked as “misses the point” multiple times?

If your essay is marked as “misses the point” multiple times, it is important to reflect on why this may be happening. Are you misinterpreting the essay prompt? Are you not fully understanding the main argument or question being asked? Take the feedback as an opportunity to revise your approach to the essay and seek help or clarification if needed.

What should I do if my essay misses the point?

If your essay misses the point, you should carefully read the feedback and identify the main issue. Once you have understood the problem, revise your essay accordingly to address the specific point you missed. It can be helpful to seek additional clarification from your instructor if necessary.

How can I improve my essay if it is missing the main argument?

If your essay is missing the main argument, take time to analyze the feedback and identify what aspect of the argument you failed to address. Once you have identified the gap, revise your essay to clearly state and support the main argument. Review your supporting evidence and make sure it aligns with the central point you are trying to make.

By Alex Koliada, PhD

Alex Koliada, PhD, is a well-known doctor. He is famous for studying aging, genetics, and other medical conditions. He works at the Institute of Food Biotechnology and Genomics. His scientific research has been published in the most reputable international magazines. Alex holds a BA in English and Comparative Literature from the University of Southern California , and a TEFL certification from The Boston Language Institute.

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How to Respond to Student Writing: 10 Ways to Give Feedback that Sticks

Have you ever had the experience of a student crying, arguing, or yelling after handing back a graded essay? Have you personally ever felt wronged by a teacher or college professor whose feedback on an essay left you feeling one inch tall? Responding to writing is challenging because…writing is vulnerable. People have an emotional connection to the words they put on paper. If you’re wondering how to give feedback on student writing in an effective manner, this post is for you.

The way teachers provide feedback on students’ writing directly impacts their internal dialogue and self-perceptions. None of us approach grading essays with the intention of making a student feel bad, but we always know when it has inadvertently happened.

The problem comes in when English teachers have 150 papers to grade at a time. It can be easy to fall into the trap of commenting quickly to get through the massive stack faster – understandable on many levels. What that means, though, is that we might not be putting the amount of thought into our feedback that we need to in terms of being sensitive to how students will perceive it.

So, what can we do? If you’ve landed on this post because you’re wondering how to give feedback on student writing, here are ten tips that could provide some fresh insight.

HOW TO GIVE FEEDBACK ON STUDENT WRITING

1. narrow the focus.

When responding to writing, we need to think about what we  really  want our students to know. We can’t comment on everything because students won’t learn #allthethings like we hope they will. Instead, we can provide fewer comments that are meaningful suggestions worded in a way that are sensitive to students’ perceptions.

For example, if a student’s essay is full of spelling errors, it’s not necessary to circle every word (although it may be tempting to do so). Why not just write, “Please check spelling throughout the essay” or “Please ask a parent help you spell check”?  These comments are more positive and seem like less of a Sisyphean task.

2. ASK QUESTIONS INSTEAD OF MAKING STATEMENTS

Research shows that asking questions is more beneficial to learning than making statements. Questions push people to figure out answers on their own. In terms of wanting to influence students’ self talk in a positive way, consider the following.

Maybe you notice a student’s essay is wrought with run-ons. Would it be more beneficial to…

• State: “There are run-ons in every paragraph. Proofread more carefully.”    OR….
• Ask: “ Where might you insert end marks to help the audience follow your line of thinking more easily? Please review the notes on sentence errors and then make some revisions.”

3. CONFER WITH STUDENTS

It’s a lot easier to word suggestions in a positive manner if you are speaking with the student. In writing, it’s more difficult to infer tone, and it’s easier to write something that is brash than it is to speak it. Talking with students is one way to get to know them better as writers and as people.

Students need to feel a genuine relationship with their teacher in order to really be vulnerable and accept suggestions for improvement. Plus, conferring with students means we spend less time grading a mountain of papers. During conferring, we can word suggestions kindly to build students’ optimistic self-talk.

Not sure how to get organized? These writing conference forms can help.

4. USE A ONE-TO-ONE RATIO

Students will be more receptive to constructive feedback when it’s balanced with praise. Point out students’ strengths. Tell them what they did well. If you can’t find enough strengths in their writing, it’s probably a good idea just to help them develop one goal to work on for improvement. Anything else would be overwhelming…and it might make them feel incapable.

Plus, how many things can a student work on improving at the same time and truly master? A one-to-one ratio is a good goal to begin with if you’re not used to balancing feedback. Begin with the positive.

5. KEEP FEEDBACK TIMELY

When talking about how to give feedback on student writing, the answer is often in the timing. It can be difficult to provide feedback quickly after students submit an essay. However, when we allow too much time to pass, the feedback is no longer relevant to students. That’s a problem when we want our feedback to build confidence while also encouraging students to want to grow.

Helping students develop their writing skills requires a trusting relationship between teacher and pupil. If a student can’t depend on the teacher to return an essay within a reasonable amount of time, why would they trust us when we offer suggestions for improvement? What are we really saying when we don’t hand back feedback for two months after students submit an essay? What message does that convey?

6. JUST READ

The answer to the question of how to respond to student writing may be much more simple than it seems. The first time you look at a student’s essay, just read it. Take time to reflect on what you read before making any comments. This strategy will help you to write only the things that matter most and reduce time nit-picking every error.

Sometimes when responding to writing, our impulse is to point out every imperfection, but that doesn’t help the student or us as teachers. Just put away the pen for the first reading, and then balance positive and constructive feedback as you note the most important goals for each student.

7. ASK STUDENTS TO REFLECT

One important step in helping students improve their internal dialogue is allowing them to find their own mistakes. It’s true, students won’t find everything you will. But, when we provide them with a rubric we have carefully explained and referenced in advance, they should be able to pinpoint areas where they can grow.

Understanding how students view their writing will help us in two ways:

• We will be aware of what students think their strengths and weaknesses are. In this way, if they think their ideas are excellent, we know that we need to have a conversation with them about how content can be improved rather than writing feedback in the margins and giving them an “unsatisfactory” rating for that component.
• It prepares students to accept help. If they know their writing isn’t perfect, they will be less likely to negatively internalize suggestions for improvement.

8. BE SPECIFIC

It’s easy to rush through grading papers and leave vague comments like “awkward” or “confusing.” Yet, those comments don’t help students, and they typically are not internalized positively. A more helpful approach would be to leave kind, specific suggestions. For example, “Can you clarify this argument? I’m not sure what you mean here” or “Is the hotdog driving the car? Try rewording the sentence to clarify.”

Even when we are leaving good feedback, it helps to be specific. Rather than, “good” or “love this!” try writing, “This sentence really emphasizes the importance of the research” or “This transition is so helpful for readers to follow your line of thinking.”

9. CLARIFY THE AUDIENCE’S VIEW

Instead of pointing out what the writer did wrong, focus on what might confuse readers. For instance, will the audience be confused about how the hook relates to the thesis? You could ask, “What is the connection between the hook and the thesis? Can you help readers understand how they relate in the bridge?”

Another example might be if a student only cites direct quotes in the essay and does not paraphrase research. You could write, “How many of the sentences in this paragraph are in your own wording? How might you revise so that the audience will be able to hear  your voice coming through?”

Focusing on what the readers  need instead of what the writer  did wrong is another way we can be sensitive to students’ internal dialogue.

10. HELP STUDENTS UNDERSTAND THEMSELVES

What we stress in our feedback shapes how students view their writing abilities. It’s important that our feedback leads students to a point where they can see their own strengths and weaknesses. Pointing out patterns can be useful because students are not usually able to observe these patterns about themselves.

To illustrate, maybe a student is a talented writer, but he or she is consistently verbose. We can show students these areas for growth through our feedback.

I love how you take time to select words that are meaningful and precise. I can tell you put a lot of time and effort into writing sentences that are mature. I’m proud of you! Here is one area for growth I’d like you to consider: How can you maintain your personal style and your impressive word choice while also being more concise so that readers are can follow along easier?

Alternatively, give students your feedback, but don’t attach it to a grade. Allow them to let the feedback (using the tips above) sink in and reflect on their own areas for growth according to the rubric.

Responding to writing in a way that improves students’ internal dialogue and respects their readiness levels is hard. The best approach is for us to put ourselves in our students’ shoes. What would we want or not want a teacher to tell us?

Still pondering how to give feedback on student writing? Lauralee from Language Arts Classroom has some ideas to share.

5 Sentence Fluency Minilessons

Teaching elaboration in writing, how to model writing for students, related resource:.

Make feedback as meaningful as possible by conferring with student writers. Writing conferences help us to build confidence, establish relationships, and differentiate writing goals for all students. Use these writing forms to get started!

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Writing Feedback Mastery: 8 Tips to Triumph

Table of Contents

Writing feedback is a crucial tool. It’s the hidden key that can unlock the full potential of a manuscript, an article, or even a simple blog post. Every writer, regardless of experience, encounters moments of uncertainty about their work. That’s where feedback becomes invaluable.

Whether you’re penning a novel or drafting a business report, writing feedback serves as a guide, offering direction where there’s doubt. But beyond just the validation or criticism it provides, feedback paves the way for growth, enhancing skills and refining ideas. As we delve deeper, we’ll see why feedback isn’t just beneficial—it’s essential.

The Profound Essence of Writing Feedback

Writing feedback, at its core, is a mirror reflecting a writer’s strengths and weaknesses. It provides an outside perspective, highlighting overlooked errors and offering praise for the elements that truly shine. But it’s not just about spotting mistakes; it’s about understanding why they are mistakes in the first place.

For budding authors, feedback can be a rite of passage. It’s their introduction to the world of literary critique. Every piece of advice, every constructive criticism, molds them, chiseling away the rough edges. As they absorb this feedback, they learn, adapt, and evolve, inching ever closer to mastering their craft.

The feedback process is like a dance, a delicate balance of give and take. For the writer, it’s about learning to separate the wheat from the chaff—identifying which pieces of feedback will elevate their work and which might lead them astray. Ultimately, with the right feedback, a decent draft transforms into an impeccable final piece.

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Tips for Writing Feedback

Effective feedback is a crucial component in the writing process. When offering insights on someone’s writing, it’s essential to approach the task with a balanced perspective, highlighting both the strengths and areas of improvement. Here are some best practices to keep in mind:

• Begin on a Positive Note : Recognize and highlight the strengths in the writing. This lays a foundation of trust and ensures the writer remains receptive.
• Share Personal Reactions : As you navigate through the content, share your immediate responses. For instance, “This sentence made me think about…” Always encourage a dialogue by posing questions.
• Address the Content, Not the Author : Always focus on the work itself. Instead of making it about the writer’s skills, discuss the content, like “This section might benefit from a clearer alignment with the main topic.”
• Be Detailed in Your Feedback : General comments can be ambiguous. When discussing aspects like flow or coherence, always provide specific examples from the text.
• Hierarchy in Comments : Address the major concerns first, such as the argument’s clarity or the overall structure. Subsequently, touch upon finer details like grammar or punctuation.
• Conclude with a Summary : Offer a succinct recap of your observations. Instead of rewriting segments for the writer, provide concise remarks that they can refer back to during the revision process.
• Empathy is Key : Offer feedback with kindness and understanding, reflecting the kind of constructive critique you’d appreciate receiving.
• Acknowledge the Writer’s Voice : Every writer has a unique style. While offering feedback, ensure you’re not pushing them to conform to a standard template but helping them refine their authentic voice.
• Suggest Resources : If you notice recurring challenges, recommend articles, books, or courses that might help the writer overcome those specific hurdles.
• Offer Encouragement : Remember to highlight the potential you see in the piece. A little encouragement can make the revision process feel more like an opportunity for growth rather than a chore.
• Avoid Overwhelming with Details : Too much feedback can be as detrimental as too little. Strive for a balance. If there are numerous areas of concern, prioritize them, ensuring the writer doesn’t feel swamped.

Offering constructive feedback is an art. By adhering to these guidelines, not only can we help fellow writers hone their craft, but we also foster a supportive community that values growth and collaboration.

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The Weight of Professional Critiques

In the world of writing feedback, professional critiques hold a place of reverence. These aren’t just off-the-cuff remarks from casual readers. They are structured analyses from individuals steeped in the industry’s standards and nuances. Their words carry the weight of experience.

When a manuscript lands on the desk of a seasoned editor, they don’t just skim through it. They dive deep, assessing not just grammar and syntax, but theme, pacing, character development, and more. Their feedback is holistic, addressing both the macro and micro elements of a piece.

For writers, such professional feedback is golden. It offers a roadmap, pointing out the bumps and detours, but also highlighting the scenic views worth lingering on. It’s a collaboration of sorts—a melding of minds, with both parties working towards the shared goal of literary excellence.

It’s important to note that while professional feedback is invaluable, it’s not infallible. Every editor, every critic, brings their own preferences and biases. So, while their feedback provides a solid foundation, the writer’s voice and vision must always remain at the forefront.

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Navigating Online Feedback Platforms in the Digital Era

The dawn of the internet has reshaped the writing feedback landscape. Platforms like Medium, Wattpad, and others have surged in popularity, offering writers instant access to readers and, by extension, their feedback. The barriers have crumbled, and now feedback flows freely, unbounded by geography or status.

But with this newfound access comes a challenge. The digital space is vast, and feedback here can range from insightful critiques to mere trolling. For a writer, this means developing a discerning eye, learning to differentiate between genuine feedback and mere noise.

Genuine feedback, even when it stings, offers value. It sheds light on overlooked flaws, suggests improvements, and sometimes even sparks fresh ideas. On the other hand, superficial or malicious comments offer little beyond momentary frustration. For writers navigating this digital terrain, the mantra is clear: seek depth, not just volume.

But there’s a silver lining to this digital feedback flood. It offers diversity. Writers now get a global perspective on their work. They understand how readers from different cultures, backgrounds, and ideologies perceive their narratives. This diverse feedback, when harnessed correctly, can elevate a piece, making it universally relatable.

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The Unsung Value of Peer Reviews

In the vast landscape of writing feedback, peer reviews hold a unique and significant place. Unlike professional critiques, peer reviews come from individuals who are often on the same journey as the writer—struggling, learning, and growing. This shared experience creates a bond, making their feedback more relatable.

When a fellow writer offers feedback, it’s grounded in empathy. They understand the blood, sweat, and tears that go into crafting a piece. Their critiques aren’t just about the technicalities but often delve deeper into the heart and soul of the narrative. Their insights can pinpoint nuances that a professional might overlook.

Engaging in peer reviews also benefits the one giving the feedback. Analyzing someone else’s work hones analytical skills and provides a fresh perspective that can be applied to one’s own writing. It’s a symbiotic relationship, with both parties gaining valuable insights.

However, it’s essential to approach peer reviews with an open mind. Every writer has their own style, voice, and vision. The goal isn’t to mold someone’s work in your image but to help them refine and amplify their unique voice.

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Writing Feedback in Academic Settings

In academic environments, writing feedback plays a pivotal role. Whether it’s an essay, research paper, or dissertation, feedback guides students in aligning their work with established standards and criteria. But it goes beyond mere grades; it’s about molding scholars and researchers.

Instructors and professors don’t just look at content; they assess structure, logic, coherence, and argument validity. Their feedback becomes a roadmap for students, showing them areas of improvement and strengths to build upon. It teaches them to think critically, not just about the subject matter but about their presentation and argumentation.

It’s also in these academic settings that students first experience the rigorous process of revision. A first draft is rarely the final one. Feedback drives multiple iterations, each refining ideas, sharpening arguments, and enhancing clarity. This iterative process, guided by feedback, lays the foundation for academic excellence.

But the significance of writing feedback in academia isn’t just confined to grades or graduation. It instills a discipline, a rigor that students carry forward into their professional lives, whether they venture into research, teaching, or any other field.

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The Ghostwriting Connection: Feedback’s Silent Partner

Ghostwriting, the art of writing on behalf of someone else, often thrives on feedback. It’s a unique relationship, where the ghostwriter must capture another’s voice, tone, and perspective. And to achieve this, writing feedback becomes the guiding light.

When a client provides feedback to a ghostwriter, it’s not just about corrections or edits. It’s about alignment—ensuring that the written piece resonates with the client’s voice and intentions. Every piece of advice, every suggestion, is a clue for the ghostwriter, guiding them closer to the desired outcome.

But this relationship is a two-way street. Experienced ghostwriters also provide feedback. They advise on structure, flow, and content, leveraging their expertise to enhance the piece’s quality. It becomes a collaborative dance, with feedback being the rhythm that keeps both partners in sync.

The ghostwriting realm underscores the universality of writing feedback. Whether you’re writing for yourself or someone else, feedback remains the bridge between intent and execution, ensuring that the final piece is not just well-written but also authentic and resonant.

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Feedback in the Digital Age

The digital age has revolutionized the way we seek and receive writing feedback. Platforms like blogging websites, social media, and online writing communities have opened up a world of possibilities for writers. Now, feedback isn’t just confined to a closed group; it’s global.

Writing in the digital age means that your work can be read, critiqued, and appreciated by someone from a different continent. This broadens the horizon for writers, exposing them to diverse perspectives and critiques. Feedback from different cultural, social, and individual backgrounds enriches a writer’s growth, making them more adaptable and versatile.

However, with this global audience comes the challenge of filtering feedback. Not all online feedback will be constructive. It’s crucial for writers to differentiate between constructive criticism and plain negativity, using the former for growth and ignoring the latter.

Moreover, digital platforms provide instant feedback. Unlike traditional methods where writers had to wait for days or weeks, now it’s a matter of hours or even minutes. While this instantaneity is beneficial, it also requires writers to be resilient and not get swayed by every piece of feedback that comes their way.

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The Future of Writing Feedback

The landscape of writing feedback is continually evolving. With advancements in technology, AI-driven feedback tools are making their way into the writer’s toolkit. These tools, equipped with advanced algorithms, offer grammar checks, style suggestions, and even content critiques.

While they offer efficiency, it’s essential to remember that writing is an art—a blend of intellect and emotion. Machines can catch grammatical errors or suggest structural changes, but the soul of writing, the emotional depth, is a human domain. Feedback from fellow humans will always hold unmatched value.

The future might see a blend of human feedback and AI-driven insights, each complementing the other. AI can handle the technicalities, while human feedback will delve into the depths of narrative, character development, and emotional resonance. This balanced approach can redefine how feedback shapes the writers of tomorrow.

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The journey of a writer is filled with highs and lows, and writing feedback is the compass that guides them through this odyssey. Whether it’s a simple grammar check, a deep dive into narrative structure, or understanding the emotional undercurrents, feedback shapes, refines, and often redefines a writer’s work. Embracing feedback, be it from peers, mentors, or even AI tools, is the key to growing and evolving in the vast and ever-changing realm of writing.

Takeaway : Writing feedback isn’t just about corrections or affirmations. It’s the mirror that reflects a writer’s strengths and vulnerabilities, pushing them to rise above their limitations and craft stories that resonate, inspire, and endure.

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16 thoughts on “ Writing Feedback Mastery: 8 Tips to Triumph ”

Great tips and a very informative post. Love the tips on giving feedback and how we can do it. Thank you for sharing!

I think acknowledging the writer’s voice is so important! I’m a freelance writer and have had major outlets take out my voice, and I feel like it just falls flat.

These are great tips and I love how you highlighted that it is important that we address the content and not the author. This is most significant, especially during negative feedback. I agree with you that we must also offer this with kindness and understanding. Think of the end goal which is to help the writer improve his work — not to attack or bash. 

Your article on mastering writing feedback is a goldmine of insights. The 8 tips provided are practical and well-explained, offering a clear roadmap for improving feedback skills. It’s an invaluable resource for anyone aiming to enhance their feedback-giving abilities.

Oh yes, Richard. Thank you for these tips! I try so much to receive and give feedback because without it, growth is always hard!

Brilliant post! I am currently getting back into my creative writing and loving it so, so much!

Feedback is key with a writing journey. I learned so much from critiques of college papers from both professors and fellow students.

Very informative article and a very helpful one also for all of us looking for writing feedback. Like in any craft, one should ask for feedback and advice from an experienced and proven craftsman.

Best tips are here for aspiring wordsmiths and keyboard warriors! I’m always here eager to learn some wisdom 

Its so true that t he journey of a writer is filled with highs and lows. Its not always glamour and we need expert tips from others from time to time. Thank you for your article!

This is such an artful way to provide feedback! I especially love starting off with commendation and also providing suggestions.

My boys both dislike writing more than any other subject in school right now. I try to help them with their writing homework but don’t always know how to give feedback, this is so helpful!

Fantastic information! I can see these tips applying to feedback on just about any topic, not just when leaving feed back on a written piece.

Richard, as you know I am not a writer, just dabbling in blogging but I am always amazed at the depth of your posts and learn so much from you every time I visit a blog post.

Yes, I regularly ask for feedback on my blog, what people think, to get some insight into what they wish to see, and to me, it’s very useful to hear from various bloggers their views and insight as this does help me to grow and expand and be there for the readers.

Agreed! Feedback is always a good idea because it can really add to the individual as well as their writing. When you don’t know what you have to improve on, it can be hard to trudge forward. Plus, who doesn’t want to get better with their writing or craft?

Maureen | http://www.littlemisscasual.com

Feedback is one key thing that communicates back the feeds from a writing. I think mastering it is crucial. Thanks for the tips.

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by Michael Hernandez | Apr 8, 2024 | Instructional design , Pedagogy

 “…learning to write with AI tools might be like learning photography with a DSLR camera, where the conceptual learning (light, motion, composition) is enhanced by the technical learning (figuring out what all those knobs and buttons on the camera do).” – Derek Bruff

While many educators have by now considered the well-noted concerns about generative AI and assessment, lost learning, and academic integrity, the spread of these tools also presents a number of concerns about a potential information literacy crisis , with AI tools creating more opportunities for tech-enabled misinformation in a variety of fields, including education , political campaigns , consumer reviews , and more.

“… these models should be used with caution…They can say things that are false, both because they may see false things on the Internet, and because they can just make things up that sound plausible and probable based on their training distributions. They also have the risk of just seeming so human-like, that people start treating them in ways that give them that trust in them more than they should, or are more influenced by the models than they should be, when interacting with an agent that is so fluent like this.”

Many writers on education have expressed the importance of AI literacy . (For a wider overview of this need, please see Maha Bali’s excellent post on the subject.) As Mike Caulfield, co-author of Verified: How to Think Straight, Get Duped Less, and Make Better Decisions about What to Believe Online argued recently on the Teaching in Higher Ed Podcast , “The big thing to remember with AI is in a world where anything can seem authoritative, provenance matters more. Knowing where it came from is going to matter a lot more than knowing whether it looks credible.” While using generative AI is not the only way to develop the skills to address this issue, experimenting with these tools can help us understand their affordances and prepare students (who may already be using these tools) to interact with them in critical and thoughtful ways, ways that also support your discipline-specific learning rather than threatening it.

This post presents a “ prompt book ” for generative AI use that has been written to model critical applications that engage the user in learning, as an alternative to the oft-discussed scenario of the past year, which usually consists of assignments submitted for passing grades with no learning having been achieved.

In service of exploration, instructors can copy and paste these sample prompts to begin considering use cases beyond essay completion. The prompts include the following situations:

• Paper topic exploration
• Translation practice
• Author roleplay
• Naysayer prompt
• Student peer reader
• Listener for learning

Feel free to use these prompts with an AI tool, bring your own thoughtful criticism, and even modify them as you see fit. What might thoughtful prompting and assessment of AI outputs look like in relation to your discipline or your class?

What Pre-Structured Prompts Offer

Across multiple scholars’ approaches to using generative AI tools in service of learning, a couple of key concepts continually appear:

• Accessing the right output
• Applying it thoughtfully

By providing the AI tool with thorough instructions that focus the outputs, users can generate useful responses for specific applications. However, for some new users, the results of unguided experimentation are either underwhelming or otherwise unrepresentative of the true affordances of these tools, positive or negative as the case may be. The resulting engagement cliff, which you may even have experienced yourself, can compromise the goal of promoting literacy and informed decision making about generative AI, which can exacerbate the issues these tools create.

The prompts in this resource can support users in more thoroughly considering their approaches to these tools. By specifying a persona and purpose to the tool, providing examples of ideal outputs, and even sequential conversational directions, the user can get a more accurate sense of what they can do, decide if it is desirable or undesirable for their teaching, and then apply that information to their work. By starting out with these structured templates, users can have an experience with the tool that promotes thoughtful use toward the goal of serving learning–rather than short-circuiting the process of learning. Based on those experiences, instructors and students may feel better informed and better empowered to either continue self-directed experimentation or make other decisions as suits their goals and needs.

Where Prompting Meets Pedagogy

The “Author Roleplay” prompt, for example, invites students to assign a persona of an author or historical figure to the AI and then do their own more traditional research to substantiate the claims it makes in the discussion using library resources, an invitation to engage with the material in an entertaining and sometimes surprising way while also getting better acquainted with important library tools. The example below from a discussion with Copilot playing John Dewey is a good illustration of this. (You can review a print version of this image in Google Docs as well.

These prompts were also inspired by scholars such as Cynthia Alby , a professor of secondary education who trains future educators using a “training wheels” approach to AI, in which she provides students with prompts to generate outputs such as learning objectives, which can be hard to craft for new educators. With Alby’s guidance, her students critique and revise the results, and then reprompt. In this cycle of “self-AI-self,” she finds that students can both build the same skills as before while also achieving those higher order skills with more guidance. Reflecting on this work, Alby found that actively engaging students with AI tools actually decreased their dependence on them. Another example from the prompts offered in this post that demonstrates this phenomenon is the “Naysayer Prompt,” which allows the student to share the argument they are making in an early draft of a paper and get an idea of some potential counterarguments they can consider in order to strengthen their work. Rather than taking that response and putting it directly into their paper, the outputs can give them something to react to, even if they ultimately reject it. (The newest edition of the widely-used writing textbook They Say/I Say also includes a chapter with prompts for similar use cases.)

If this is your first time using extensive generative AI prompting, it may be helpful to think of these prompts not as a perfect fit for your use case, but as a way to have a meaningful experience with these tools that helps you to envision your own use cases that suit your own needs. Remember, these tools tend to prioritize fluency over veracity in the responses they provide users, and as such these prompts are designed to produce results that help users exercise and sharpen critical thinking and research skills in the educational setting–not to generate reliable facts. While there is a large body of writing online about how to use generative AI tools to create professional final products, these prompts are meant to facilitate a different use case.

A technical note:

The prompts have been created using Microsoft Copilot (also known as Bing Chat). While they function best there, they also have been tested and should function in GPT-3.5, which is the free version of ChatGPT , and Claude 2 by Anthropic . While this information is meant to help readers who are interested in using these prompts, this does not constitute an endorsement of any of these tools, as UChicago Academic Technology Solutions does not currently have a designated official generative AI tool. Using Robert Gibson’s prompt creator template and Microsoft Copilot, I worked to create prompts for several learning and design situations that I hope will better demonstrate the affordances of generative AI tools to instructors who have questions about how to use them.

The Prompt Book

Ready to experiment with some prompts yourself? Access the February 2024 version of these prompts to copy, paste, experiment and modify as you see fit.

Further Resources

For more ideas on this topic, please see our previous blog posts about generative AI . For individual assistance, you can visit our office hours , book a consultation with an instructional designer , or email [email protected] . For a list of our and upcoming ATS workshops, please visit our workshop schedule for events that fit your schedule.

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Perry High School students win 2024 Perry Optimist essay contest

Perry Optimist Club handed out medals to the local essay contest winners during its meeting on Wednesday, April 3 at the Hotel Pattee.

Linda Andorf, who facilitated the contest, said DMACC VanKirk Career Academy's Linda Kaufman assigned a writing assignment to her Perry High School/DMACC students. The assignment was graded and was then judged anonymously by Perry Optimist Club members. This year, 32 essays were submitted and four places were awarded.

Erika Guardado won first place while Jennifer Ramos received second place. Mia Munoz and Kain Killmer tied for third place.

The prompt for this year’s contest was "Optimism: How it Connects Us."

Guardado’s essay has been sent to the district level. She will also receive a $500 scholarship during the senior awards assembly in May.

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Access your Microsoft Intune data in Copilot for Security

• 1 contributor

Copilot for Security is a cloud-based AI platform that provides a natural language Copilot experience. It can help support security professionals in different scenarios, like incident response, threat hunting, and intelligence gathering. For more information about what it can do, go to What is Microsoft Copilot for Security?

Copilot for Security integrates with your Microsoft Intune data .

If you use Microsoft Intune in the same tenant as Copilot for Security, then you can use Copilot for Security to get insights about your Intune data.

There are Intune capabilities built into Copilot for Security, and you can use prompts to get more information, including:

• Information about your devices, apps, compliance & configuration policies, and policy assignments managed in Intune
• Managed device attributes and hardware details
• Issue with specific devices and compare a working & non-working device

This article shows you how to access your Microsoft Intune data in Copilot for Security, and includes sample prompts.

Security admin focus

Copilot for Security has a Security Operations Center (SOC) or security admin focus. So, if you're a SOC analyst or security admin, then you can use Copilot for Security to get the security posture of devices that Intune manages.

For example, there's a user/device that is showing signs of malicious intent. Also, you notice some events are happening after the malicious intent, like an unknown device enrolls in Intune. Maybe someone is trying to use stolen credentials to enroll and get access. You need to get more information.

In Copilot for Security, you can use the Intune capabilities to get more information, like:

• Ask about a specific device, get all the properties about that device, including the device name, device ID, and device manufacturer
• Determine when the device enrolled in Intune
• Find the primary user of a device
• Determine the type of device, like a laptop or mobile phone
• Check the compliance status, especially if a device is noncompliant and why it's noncompliant

In Microsoft Defender, you can use this info, including the device type, to determine your next steps. For example, you might take different actions based on the type of device (laptop vs mobile phone vs tablet). Copilot for Security can also give you a link to the device in Microsoft Defender so you can run any Defender actions.

What you need to know

When an admin submits a prompt, Copilot can only access the data that the admin has permissions to, which includes the RBAC roles and Intune scope tags assigned to them.

If you want your admins to access all your Intune data in Copilot for Security, then use one of the following roles in Microsoft Entra ID:

• Global Administrator
• Intune Service Administrator (also known as Intune Administrator)

For more information on roles and authentication, go to:

• Roles and authentication in Microsoft Copilot for Security
• Role based access control (RBAC) in Intune
• Use RBAC and scope tags for distributed IT in Intune

You can access your Intune data in the Copilot for Security portal and Copilot in the Intune admin center . For more information on Copilot in Intune vs Copilot for Security, and other common questions, go to the Microsoft Copilot in Intune FAQ .

Open Copilot for Security and enable Intune

To use the Intune capabilities in Copilot for Security, enable the Intune plugin:

Go to Microsoft Copilot for Security and sign in with your credentials.

In the prompt bar, select Sources (right corner):

In Manage sources , turn on Microsoft Intune:

Some roles can enable or disable plugins. For more information, go to Manage plugins in Microsoft Copilot for Security .

Use the built-in features

In Copilot for Security, there are built in system features that are helpful for Intune admins. For a walkthrough of Copilot for Security, go to Navigating Microsoft Copilot for Security .

This section describes some of the features that are helpful for Intune admins.

System capabilities

Capabilities are built-in features that can get data from the different plugins that you enable, including Microsoft Intune. When you use a prompt to ask something about your Intune data, like apps assigned to a user or device details, your prompts use these Intune capabilities.

To view the list of Intune built-in system capabilities for Intune, use the following steps:

In the Copilot for Security portal prompt bar, select the Copilot prompts icon > See all system capabilities :

In the Microsoft Intune section, there's a list of all the built-in capabilities for Intune. You can select any of the capabilities and get more information about that capability.

When you use prompts in the Microsoft Intune admin center or in the Copilot for Security portal, the sessions are saved. To see the saved sessions, use the following steps:

In the Copilot for Security portal , go to the menu > My sessions :

When you select a session, your previous prompts and results are shown. Every session also has a session ID in the URL. You can share this session ID with others to review the same prompt session.

For example, your session ID is something like https://securitycopilot.microsoft.com/sessions/023d1c61-f3c7-4702-8924-075a1058900d .

Sample prompts for Intune

You can create your own prompts in Copilot for Security to get information about your Intune data. This section lists some ideas and examples.

Before you begin

Be clear and specific with your prompts. You might get better results if you include specific device IDs/names, app names, or policy names in your prompts.

It might also help to add Intune to your prompt, like:

• According to Intune, how many devices were enrolled this week
• Tell me about Intune devices for (user name)

Experiment with different prompts and variations to see what works best for your use case. Chat AI models vary, so iterate and refine your prompts based on the results you receive.

You can also save your prompts in a promptbook for future use. For more information, go to:

• Prompting in Microsoft Copilot for Security
• Using promptbooks in Microsoft Copilot for Security

General information about your Intune data

Get general information about your Intune data, like the number of devices, apps deployed, platform versions of your devices, and more.

Sample prompts :

• What apps are added to Intune?
• What Intune apps are assigned the most?
• How many devices were enrolled in Intune in the last 24 hours?
• Tell me about Intune devices for Jon Smith.

Policy targets

Get details on policy targets , like the groups that have a specific app assigned or how many users have a specific app assigned.

• How many users is ContosoApp assigned to?
• Which groups are ContosoApp assigned to?
• How many apps are assigned to the device ID Enter the device ID in Intune?
• Why is "Allow Microsoft Store App to auto update" policy applying to DeviceA?
• Tell me about Intune devices for user UserA.
• Why is PolicyA applying on DeviceB?

Specific devices

Get information about a specific device , like its group memberships and the apps assigned to it.

• What devices are used by [email protected]?
• What groups are DeviceA in?
• Tell me about DeviceA.
• Who is the primary user for DeviceA?
• Is ContosoApp installed on DeviceA?
• Show me discovered apps on DeviceA

Similarities and differences

Get the similarities and differences between two devices, like the compliance policies, hardware, and device configurations assigned to both devices.

• What is the hardware configuration difference between the DeviceA and DeviceB devices?
• What are the similarities in compliance policy between the DeviceA and DeviceB devices?
• What is the difference in device configuration profile between the DeviceA and DeviceB devices?
• Compare installed applications on DeviceA and DeviceB.

Provide feedback

Your feedback on the Intune integration with Copilot for Security helps with development. To provide feedback, in Copilot for Security, use the feedback buttons at the bottom of each completed prompt:

Whenever possible, and when the result isn't what you expect, write a few words explaining what can be done to improve the outcome. If you entered Intune-specific prompts and the results aren't Intune related, then include that information.

Data processing and privacy

For more information about data privacy in Copilot for Security, go to Privacy and data security in Microsoft Copilot for Security .

When you interact with the Security Copilot to get Intune data, Security Copilot pulls that data from Intune. The prompts, the Intune data that's retrieved, and the output shown in the prompt results is processed and stored within the Security Copilot service.

When you use Copilot for Security to get Intune data, Copilot for Security also has access to the data and permissions defined by the RBAC roles and Intune scope tags assigned to you.

Related articles

• What is Microsoft Copilot for Security?
• Privacy and data security in Microsoft Copilot for Security
• Use Microsoft Copilot in Intune

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