Pre-Symposium Workshop

Feedback for Revision: A Writing Pedagogy Essential

by Anannya Dasgupta, Director, Centre for Writing and Pedagogy, Krea University

Writing pedagogy done right has an essential component: feedback for revision. This is not the same as marking, grading or correcting, though it can be a part of assessment. Feedback for revision helps students revise and redraft as they learn the process of writing. In a writing classroom, feedback that gives concrete suggestions for reworking is modelled by the instructor but the goal is to make that method of giving feedback something that student peers are able to do for each other in the safe space of a classroom. Peer review sharpens the reading and self-assessment muscles for all students in the class. 

If we approach feedback from the place of knowing that sharing written work is vulnerable-making and that feedback can help make or break student confidence in continuing to  write and revise, then feedback can become an enabling site for pedagogic care. This is especially important for students who are intimidated by the English language for having come to it late. One such feedback method is writing a consolidated note that sums up the main areas of work required in the form of a letter addressed to the author by name. It individualises the author as a person distinct in the cohort, and lets them know that they are seen and heard. It is very important that the note be specific and clear in terms of what changes are being requested, why, and how to make those changes. If we think the draft did something well or very well it is not enough to say ‘good’ or ‘very good’ — specify what worked. Following from that, one has to be very specific about what didn’t work so that the author is convinced by the need for that revision. Offering feedback as a suggestion, or in the form of questions that encourages the author to think through the point being raised by inviting them into the assessment process of their own writing. Those at the receiving end of written feedback know that it is easier to make even drastic changes to the draft when the need for it is requested from a place of understanding what the author wants to do and say. And to that end the author will rewrite the draft to whatever extent necessary instead of feeling misunderstood and unmotivated to return to the draft.

Over time, instructors develop their own ways to make feedback accessible and effective towards revision, individually or in groups where they work closely. It helps to remember the best practices that inform non-judgmental, transparent, kind and fair assessment practices that help learners of all abilities learn. This is the goal of feedback and assessment. When teachers play around with different kinds of exercises, modify a method they learnt or come up with a new one, or try out a new technology, then the practice of feedback becomes a robust form of learning and teaching. For instance, one of the LMS platforms I have used for grading and giving feedback, allows for audio feedback. Along with the written feedback a small encouraging audio note has helped me reach students who risked getting too demoralized for not yet getting the grade they think they deserve. Crammed in the next slide are some things I have learned about what it helps to keep in mind as I give feedback on student writing. 

Since I also train writing teachers, it has helped to come up with templates for phrasing the feedback so that it keeps all the steps in mind. “You are trying to do / say that…” ensures that the teacher has read into the student’s effort and acknowledged what is working; “it is not working because…” ensures that the teacher thinks through why this feedback is being offered and why it is not an out of hand dismissal; finally “you can fix this by…” is where the constructive suggestion is made for a doable revision. This is a practice template of course, and as soon as teachers have got the spirit of it they are able to come up with their own ways of writing the feedback. It’s ok to acknowledge that grading is hard and very demanding especially for writing teachers. When I am really struggling my way through it, I have been known to refer to it as “grating”! But when I get into feedback mode, and really engage with the writing knowing that it is towards making this draft better in steps doable for the student, I relax and become a reader knowing that ultimately that is what feedback will teach the students to do - become better readers because good writing depends on that.