Chapter 9: Gaining Feedback
Introduction to Feedback
After working so closely with a piece of writing, writers often need to step back and ask for a more objective reader. What writers most need is feedback from readers who can respond only to the words on the page. When they are ready, writers show their drafts to someone they respect and who can give an honest response about their strengths and weaknesses. There are many ways to get feedback on your writing. The most common ones are:
- peer review
- independent review
- session with a tutor
- conference with the instructor.
Peer Review
During the peer review workshop, students are asked to read and comment on each other’s rough drafts. After all, your classmates are very familiar with the assignment guidelines and the instructor’s expectations, so they could be a great resource for feedback.
If you’re like many students, you might dread the thought of participating in peer review. Perhaps you’re embarrassed to have your writing read by peers and nervous that they’ll judge your rough draft too harshly. Or, as a reader, perhaps you’re concerned about hurting a classmate’s feelings with your criticisms. Maybe you’re just worried that the process will be a waste of time, and that nothing useful will come of it. All these fears are understandable, but they’re also unfortunate because peer review can be one of the most effective and constructive ways to improve your writing.
When it works, both giving and receiving peer feedback can be a great learning opportunity. If you look at other people’s work in progress, you undoubtedly get some ideas about how you could do something different or better in your own draft. But even if you are looking at a draft that is weaker than yours, you may learn a lot: about what writing looks like when it is not working, perhaps why it is not working, or even what specific choices or revisions that writer could make to strengthen the draft. Identifying what makes things work—so important in the learning process—can be hard to detect in our own work.
Although you may be uncomfortable sharing your writing at first, remember that each writer is working toward the same goal: a final draft that fits the audience and the purpose. Maintaining a positive attitude when providing feedback will put you and your partner at ease.
Preparing for Peer Review
Step One: Finish the Draft
The first thing you need to do to prepare to receive feedback is to write a complete draft. Composing a complete draft means assembling a draft that includes an introduction, developed body paragraphs, and a conclusion. A complete draft doesn’t need to fully accomplish the purpose of the writing project—that’s what the revision process is for—but it should hold together as an essay, even if that essay lacks unity, coherence, and overall rhetorical effectiveness.
Submitting an incomplete draft to peer review will likely just waste your (and your reviewer’s) time because the only feedback you’re likely to receive will pertain to adding parts the draft obviously lacks. Submitting an incomplete draft to peer review is like handing someone a plate with only cooked linguini noodles on it and asking how they like your prosciutto-chicken pasta. “I’ll let you know when it’s finished” is, of course, the person’s only reasonable response.
Step Two: Ask for Specific Feedback
If you are working in a group, you will benefit from asking for specific feedback. The more specific you are in asking for feedback, the more helpful the feedback will be for you. If you’re really struggling with transitions, mention that to your reader; it will help them zero in on the feedback that will be most helpful to you.
You can also ask peer reviewers to work with your essay in a particular way, such as the following:
- Ask your peer review to summarize your essay in just a few sentences. Did he/she include what you thought were the most important parts? If not, how could you highlight those important points in your revision?
- You could also ask your peer review to be the “devil’s advocate” and consider what someone from the opposing view would think. How might those points change your argument, your word choice, or your organization? Could you effectively “debate” another essay from the opposing view with what you’ve written?
- You might also ask them to fill in an outline using your essay. Does it match the outline that you’ve created? If not, start by examining the thesis statement and topic sentences to make sure that the link is clear.
When Your Essay Is Being Reviewed
When your writing is reviewed, resist the powerful urge to get defensive. Try your best not to respond until your reviewer is finished giving and explaining their feedback. Keep in mind that your peers do not have all the information about your paper that you do. If they misunderstand something, take it as an opportunity to be clearer in your writing rather than simply blaming them for not getting it. Your finished essay should. Afterall, stand on its own without you having to explain. Once you give a paper to another person, you cannot provide additional commentary or explanations. They can only evaluate what’s on the page. This is the valuable feedback you need.
Perhaps the biggest challenge in peer review is deciding what advice to use and what to ignore. When in doubt, always ask your professor. They know how they will grade, so they can give you a more definitive answer than anyone else. This holds true for the advice you get from a writing tutor, too.
It may not be necessary to incorporate every recommendation your peer reviewer makes. However, if you start to observe a pattern in the responses you receive from peer reviewers, you might want to take that feedback into consideration in future assignments. For example, if you read consistent comments about a need for more research, then you may want to consider including more research in future assignments.
You might get feedback from more than one reader as you share different stages of your revised draft. In this situation, you may receive feedback from readers who do not understand the assignment or who lack your involvement with and enthusiasm for it. You need to evaluate the responses you receive according to two important criteria:
- Determine if the feedback supports the purpose of the assignment.
- Determine if the suggested revisions are appropriate to the audience.
When You Are the Reviewer
One way to make sure that peer review works for all parties is to use the SPARK strategy. Peer review feedback should be:
S – Specific
P – Prescriptive
A – Actionable
R – Referenced
K – Kind
Specific feedback
Specific feedback avoids general or vague comments like “good introduction” or “conclusion needs work”. Instead, more helpful feedback would specify why the introduction was effective or the thesis ineffective. “Your introduction has a good hook; it segues into the thesis well, and your thesis statement provides a clear direction of where you are going. Good job,” or “Your conclusion just restates the points made in the paper but doesn’t help the reader see why they should care about your argument.” By connecting comments clearly and directly to a certain sentence or section, evaluations help the writer make positive changes to the essay.
One of the best ways to make comments specific is to lean into the word “because.” For example…
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General feedback |
Specific feedback |
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“I liked this introduction paragraph.” |
“I liked this introduction paragraph because you told a story that caught my attention.” |
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“I was confused by this section of your essay.” |
“I was confused by this section of your essay because you started talking about dogs; the rest of the paragraph is about cats.” |
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“I was expecting to see more about cats here.” |
“I was expecting to see more about cats here because your thesis statement is focused on cats.” |
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“The conclusion was interesting to me.” |
“The conclusion was interesting to me because I was reminded of the most important points of your essay.” |
Prescriptive feedback
Being prescriptive allows a reviewer to not only give feedback about what is “good” and “bad” but allows the peer to make suggestions and help the writer think about solutions to problems in the writing. If a thesis is missing direction, a reviewer should give that direction and offer suggestions for what the writer could do to fix the issues that are present. As a reviewer, be careful not to take ownership of another person’s writing by making changes or telling them what they should do.
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Vague comment |
Prescriptive comment |
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“Your thesis is weak here. Consider revising.” |
“You have the start to a strong thesis here. You state the topic (college athletes getting paid) and stance (they should). But you end it there. To make the thesis more forceful and specific you could say something about the main points of the argument—like the part about risk and reward—so that your thesis anticipates the argument.” |
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“This evidence doesn’t work.” |
“In this paragraph, you claim that college athletes risk losing their scholarships if they’re injured. Then you quote an article about how often college athletes get injured, but it doesn’t say anything about scholarships. You’d have to connect these somehow if the evidence is going to support the claim. Is there an example you could use about an injured athlete losing their scholarship?” |
Actionable feedback
Giving positive and constructive notes is fine, but adding suggestions is what will truly help a writer understand the feedback, which leads in the actionable part of the process. The writer should see the prescriptive feedback that is given and know what needs to happen next. In the example above, the actionable part is the sentence “you could make the argument clearer by adding those points to your thesis.” This tells the reader what to do to incorporate the feedback they have just been given.
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Actionable feedback |
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“This argument seems weak. There’s something wrong with the order.” |
“If you reversed the order of these three support paragraphs, the argument might build more dramatically. Why don’t you make a copy of your paper and try rearranging it to see how it reads?” |
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“You should make the argument clearer.” |
“When you explained your argument out loud to me now, it was much clearer than it comes out in your paper. What if you recorded yourself explaining your argument, then used that as a structure for your second draft?” |
Referenced feedback
Referenced feedback is based directly on the criteria required for the paper. This typically will come in the form of referencing the assignment instructions, the course materials, or the rubric that will be used to grade the paper. This is the “evaluation” feedback that will help the writer understand what areas may lose points when the instructor grades it.
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Unreferenced feedback |
Referenced feedback |
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“Good writing always avoids the passive voice, so you should put this in the active voice.” |
“This sentence might be clearer if you used the ‘character-action’ strategy we were talking about last week.” |
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“In a research paper you should always state your thesis at the beginning.” |
“The rubric says that the introductory paragraph should include the thesis, so you might not want to delay your thesis until the end of your paper.” |
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“This paper seems too short.” |
“The assignment says the paper should be at least 5 pages or 1250 words, but you have less than three pages here. It seems like you need to expand the argument somehow. Maybe you could try…” |
Kind feedback
Finally, the kind feedback is one that establishes mutual respect needed in any peer-review situation. We won’t give a table here of “unkind feedback,” but we will offer a few pieces of advice:
Positive statements should be as specific as negative ones. Saying “this is pretty good…” and then picking apart the details of the essay doesn’t feel like balanced feedback. Whether you’re praising or critiquing the writer, specificity is key. Express places where, as a reader, you were drawn in to the writing:
- I thought that the second paragraph was really clear and interesting because….
- I like the way that you structured paragraph X because ….
- I appreciate your use of (signal phrases? citations? MLA format? transitions? etc) because I have been struggling with that in my own writing. Thanks for the example.
It can help to avoid the pronoun you. The pronoun you makes it seem like the person did something wrong; it makes the feedback personal. “You’re being unclear in this paragraph” focuses on the writer, whereas “I had trouble sorting out what’s happening in this paragraph” focuses on the reader’s experience of the work. Use “I” phrases to express your experience as a reader.
| “You” feedback to avoid | “I” feedback |
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It can help to place negative feedback between positive statements(also known as the “sandwich method”). “The introduction and thesis are really strong, so I was looking forward to seeing how the argument would back up the claim. But then I had trouble seeing connections between the proofs and the argument. I wonder if the evidence could be explained more clearly, since you’ve got really good evidence here…”
As a peer, it is important to remember that you are not the instructor, and you are not an expert. But you are a reader, and so your experience of the work is valuable and relevant. You don’t need to take on the role of a “grader” or offer suggestions to fix the paper. You don’t need to correct things. Sometimes, what is more valuable is sharing your experience as a reader of the draft, explaining what felt easy and clear to you and where you struggled to understand what the writer was trying to accomplish. Be honest, accurate, detailed, and descriptive. Write in such a way that you offer your genuine readerly perspective to your partner, not a list of directions or directives.
The Two Benefits of Peer Review
The most obvious function of peer workshopping is to enhance the rhetorical effectiveness of your draft. But that’s just the stated purpose of the activity. Peer review has other benefits:
- It helps student-writers develop a sense of audience.
- It helps student-writers understand writing strategies and concepts.
To become an effective writer, you need to develop an awareness of what your readers will think and feel as they read your work. That will help you determine what moves to make in your writing: what to explain, where to add supporting evidence, and what connections to make explicit.
The peer review is not just about receiving advice on how to improve your writing, though. While workshopping with your peers, you will also engage in the act of communicating about writing, which requires all participants to work out the meanings and functions of writing strategies. While giving and interpreting feedback, you will naturally deepen your knowledge of writing moves and why they matter.
Peer Review Methods
Many methods exist for giving and receiving feedback on your writing, and your instructor will most likely explain what peer review format you will be using in your class. Some instructors may even provide a peer review worksheet specific to the assignment and using the language of the grading rubric.
Here are a few general peer review guidelines that you could use while reviewing any piece of writing.
The CARES method
C – Congratulate. What does the writer do well in this assignment? (List one or more aspects.)
A – Ask clarifying questions. What part(s) of the essay were a bit confusing? Why? What specific suggestions (3 or fewer) do you have for revising the unclear parts of this writing?
R – Request more. What would you like to know more about the topic that can enhance the essay and that supports the thesis?
E – Evaluate its value. What specific detail(s) do not work with the essay (e.g. doesn’t support the thesis) or can be moved within the essay?
S – Summarize. Overall, what new information have you learned or how are you thinking differently after this reading
The following video explains and illustrates the CARES method.
Exercise 9.1 – CARES Method for Peer Feedback
Using the CARES peer review feedback form, provide feedback on another student’s essay.
Rhetorical Reading Questions
The use of rhetorical reading questions can offer feedback on the effectiveness of the text-in-progress.
Exercise 9.2 – Rhetorical Reading Questions for Peer Feedback
Ask yourself the following while reading your own or a peer’s draft:
- What is the writer’s main point? Can you see what your partner’s main point is in this draft? Is the point held consistently throughout the text, or did you get lost while reading at any point? If so, can you point out where reference to or reiteration of to the main point would have helped your reading experience?
- What information does the writer provide to support the central idea? Did you need more information to feel like the central idea was well supported? Do all paragraphs relate to the text’s central idea?
- What kind of evidence does the writer use? Is it based more on fact or opinion? Can you clearly identify where this evidence comes from? Are the sources authoritative and credible?
- Is the writer working towards achieving the assignment’s purpose? This is a question that is easiest to answer if you fully understand the assignment’s purpose. What are the goals of the assignment? What are the goals of this particular writer? Do those goals overlap?
- Describe the tone in the draft. Is it friendly? Authoritative? Does it lecture? Is it biting or sarcastic? Does the author use simple language, or is it full of jargon? Does the language feel positive or negative? Now, consider the audience for this essay. Does the tone seem appropriate for that audience?
Other Peer Review Forms
If you are not given a specific feedback form from the instructor, the following tips may assist you in the peer evaluation process.
Exercise 9.3 – Sample Peer Review Form
Use “I” statements to offer feedback on others’ work
Offer observations of assignment goals met/not met
- I see your thesis at the end of your intro paragraph
- I see transition phrases at the beginning of each new paragraph
- I can see that you ___________, which is a goal of this paper
- In your ________ paragraph I see….but I do not see….
- I do not see a Works Cited
- My understanding is that the thesis of this paper should _______. I did not clearly see ______ in your thesis. Instead, I see (explain).
- I was confused by this sentence (share the sentence) and I took it to mean (explain how you read that sentence).
- In paragraph ______ I thought that, based on what you said in the first sentence, the whole paragraph would discuss X. But it looks to me like at the end of the paragraph, you begin discussing Y, which felt to me like a new and different idea.
- I thought that the second paragraph was really clear and interesting because….
- I like the way that you structured paragraph X because ….
- I appreciate your use of (signal phrases? citations? MLA format? transitions? etc) because I have been struggling with that in my own writing. Thanks for the example
These types of phrases are telling the writer what to do and/or simply offering judgment. They are “you” statements, not “I” statements. Try to avoid these types of peer assessment phrases:
- You should fix
- The assignment says to _____ but you didn’t do that
- You need more____
- You need less_____
- To make the paper better, you need to____
Session with a Writing Tutor
Figure 9.1 Central Arizona College
The Learning Center at Central Arizona College serves all campus locations, including online, and offers tutoring in many subjects. Writing tutors are available for any enrolled student at no cost since the service is covered in tuition.
To find out about tutoring options and availability, go to Blackboard, click Courses, and then click “Tutoring” or “Combined Tutoring.” Follow the instructions to either schedule an appointment or talk to a tutor immediately.
The following methods of tutoring offer different benefits; regardless of which method you choose, make sure you always share the writing assignment (prompt) with the tutor.
In-Person Sessions
In-person sessions or live synchronous online are best for students who seek one-on-one feedback where they can ask questions and interact with the tutor. These sessions are available with or without appointment.
In-person sessions are available via appointment or walk-in at all CAC campuses. Live synchronous online tutoring is also available with or without an appointment and can be accessed via Blackboard.
If you prepare for your tutoring session in advance, your time, and the tutor’s time, will be much more productive:
- Sign up for a 30-minute appointment ahead of time, if possible. Appointments are encouraged but not required.
- Spend 30-45 minutes working on your draft before your tutoring session. Make sure you have all your documents (hard-copy or digital) available to you, so you don’t waste your time looking for your essay draft or assignment guidelines.
- Be prepared to share the writing assignment instructions with the tutor. Tutors are not responsible for reading anyone’s mind or guessing what your project is supposed to accomplish.
- Based on the assignment, write down 3-5 small goals for your session with a tutor. If you cannot achieve each goal, be prepared to make another appointment to return.
- Introduce yourself to your tutor and discuss your writing strengths and challenges before addressing the specific writing assignment itself.
- Take notes about what you discuss with your tutor as well as any other thoughts that come to mind during your discussion. This is still part of invention and becomes a resource for revision.
Synchronous Online Tutoring
You may choose to work with a tutor while sitting at home in front of your computer. Synchronous Online Tutoring is available via Blackboard Collaborate.
Asynchronous Online Tutoring
Asynchronous online tutoring is a good choice for students who seek more holistic feedback on their writing. Online tutors will read an essay from beginning to end, offering comments as they go. Students access CAC Online Writing Tutoring through Blackboard and upload their essay along with the assignment instructions and any specific requests for the tutor. Feedback is generally returned within 48-72 hours (about 3 days) Monday – Thursday.
Whether you choose in-person tutoring or online, keep in mind that tutors can help with any stage of the writing process, from understanding the prompt to final revisions; however, tutors will not edit or correct your writing.
For more information about tutoring and the CAC Learning center, visit the following website:
Conference with the Instructor
Another option to get feedback is to work with your writing professor. Most writing instructors are more than happy to discuss whatever writing issues you have, so you can schedule a meeting or drop by during their scheduled office hours. Your professor may have experience with hundreds and thousands of student writing projects. Use this time to discuss your own struggle with revision and learn again how hard writing is as together you discuss a particular paragraph, sentence, or transition that especially troubles you.
Writing instructors often provide direct feedback on student drafts. Consider this feedback an opportunity to have a conversation with your instructor about your developing essay, specifically, and your writing, generally.
For additional ideas on when, where, how, and from whom you might receive useful feedback, review the following handout.
Key Takeaway
Getting feedback is one of the most powerful tools at your disposal in the life-long process of becoming a more effective writer. No good writing exists in isolation. The best writing comes out of a communal effort.
Attributions
“Crafting Coherent Essays: An Academic Writer’s Handbook”by Erik Wilbur, John Hansen, and Beau Rogers at Mohave Community College is licensed under CC BY 4.0
“Peer Review” by Lumen Learning is licensed under CC BY 4.0
“Peer Review and Responding to Others’ Drafts” by Emilie Zickel is licensed under CC BY-SA 4.0
“Peer Review” by Jim Beatty is licensed under CC BY-NC-SA 4.0
Image Credits
People collaborating photo by Thirdman at Pexels
Figure 9.1: Images of CAC’s campus libraries: Central Arizona College
