In Responding to Student Writers* (2013), Nancy Sommers suggests that feedback can be an energizing force for developing writers when done as an authentic act of communication between reader and writer. Sommers writes that the key to effective feedback that promotes transferability of skills from one assignment to the next is avoiding a “deficit model of responding” where instructors focus on what’s wrong with students’ writing. Instead, instructors should gear comments toward what they are hoping students learn from the assignment.

*This booklet is available through the Writing Program at no cost to you. Email writingprogram@apu.edu to request a copy.

Feedback on student writing may best be approached as a supportive conversation. The spirit of responding to student-authors should consistently offer students respect, encouragement, and engagement. Engage the author with questions and connect as a real reader dialoguing with an invested author, even if the writing appears to be rushed or the student seems resistant to fulfilling the assignment. Students will often invest more in assignments when they get the sense their professors are authentically interested readers. Assuming an engaged posture as a responder will energize the exchange between student and instructor.

Avoid snap judgments or vague responses that break down trust between the reader and an author whose writing is developing. Cryptic responses such as “vague” or “confusing” offer little instruction or realistic dialogue between writer and coach.

Instead, ask the author concrete questions such as, “Could you add description here that helps to clarify why you include this example?” Or, offer a quick connection such as, “I’ve experienced this, too” in order to help to set a positive tone for discussing students’ ideas. When able, invite students into academic conversation by suggesting other sources that relate to their writing: “If you’re interested in reading more on this point, see this source…” A positive and supportive tone when offering feedback will build trust between student and instructor, a needed element for students to try out new things and take risks in their writing.

Scaffold major writing assignments by breaking up the assignment into stages, and give feedback to “course correct” or otherwise coach students along the way to a final draft. Instructors can check in informally and formally; no need to read each draft.

As much as possible, separate reading and response from evaluation of final drafts. Build in opportunities to be a coach and give feedback while there is still time for students to apply it and to improve their writing and their grades. Student-writers need coaching developmentally in the stages of completing a writing task and not simply as a grade stamped on a final draft.

Writers gain more control over their writing when they are self-aware about why they made the choices they did in crafting a piece. Reflective thinking or metacognition—thinking about one’s thinking—is what mature writers do amidst drafting and revision. Articulating goals and reflecting on how to meet those goals throughout the assignment will exponentially increase a writer’s ability to craft a meaningful piece of writing with intentionality and audience impact.

Instructors can explicitly build in reflective thinking via some simple methods. Ask students to attach to their draft an “Author’s Note” or “Letter to the Reader” commenting on what their purpose is in the piece of writing and specifically how they met it (or what they know they need to do next to advance it). These letters help instructors to “read between the lines” and work with the student-author to meet the purpose of the piece. Letters can reduce misunderstandings if the author’s focus or direction seems unclear to the reader, and they create an opportunity for dialogue between author and reader. Letters to the Reader make students’ writing moves explicit to them and can encourage students to intentionally use instructional techniques or course content instead of absentmindedly completing writing tasks.

For a less formal reflective thinking exercise, ask students to turn over their final drafts or attach a message to electronic submissions with a statement such as “If I had three more days to work on this paper I would….” Or, “I would like feedback on this aspect of my paper…” A note like this helps to focus instructors’ feedback on what students really need coaching on instead of things they may not have invested time to do before the deadline. It also is an opportunity to dialogue about individuals’ writing processes and what habits or researching techniques may be helping or hurting student-writers.

Instructors serve the students best when they limit feedback and focus on patterns in their writing—both the strengths and the areas for improvement. Writing one or two suggestions for advancing the draft is usually the most digestible amount of feedback for an author. If the purpose of the assignment requires polished final drafts, consider copy editing only one page from longer pieces and even just one paragraph of shorter pieces. If a particular grammar or style issue is distracting in the piece, suggest the student visit the Writing Center for additional support to help reduce that specific problem pattern in his or her writing.

Most of all, students receive and apply the feedback they perceive is authentic and that which attempts to “meet them where they are” as writers. Sometimes it’s easy to focus on the “grade-able” elements such as grammar and citation, but instructors should be sure to engage students about purpose, connection with audience, choices regarding sources, and conclusions. Responding to writing should begin and end with engaging students’ ideas and be an act of authentic communication.