feedback to give on an essay

• 10 Types of Essay Feedback and How to Respond to Them

The moment of truth has arrived: you’ve got your marked essay back and you’re eagerly scanning through it, taking in the amount of red pen, and looking at the grade and hastily scrawled feedback at the end.

You should also read…

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After deciphering the handwriting, you’re able to see a brief assessment of how you’ve performed in this essay, and your heart either leaps or sinks. Ideally, you’d receive detailed feedback telling you exactly where you fell short and providing helpful guidance on how to improve next time. However, the person marking your essay probably doesn’t have time for that, so instead leaves you very brief remarks that you then have to decode in order to understand how you can do better. In this article, we look at some of the common sorts of remarks you might receive in essay feedback, what they mean, and how to respond to them or take them on board so that you can write a better essay next time – no matter how good this one was!

1. “Too heavily reliant on critics”

We all fall into the trap of regurgitating whatever scholarship we happen to have read in the run-up to writing the essay, and it’s a problem that reveals that many students have no idea what their own opinion is. We’re so busy paraphrasing what scholars have said that we forget to think about whether we actually agree with what they’ve said. This is an issue we discussed in a recent article on developing your own opinion , in which we talked about how to approach scholarship with an open and critical mind, make up your own mind and give your own opinion in your essays. If you’ve received this kind of feedback, the person marking your essay has probably noticed that you’ve followed exactly the same line of thinking as one or more of the books on your reading list, without offering any kind of original comment. Take a look at the article linked to just now and you’ll soon be developing your own responses.

2. “Too short”

If your essay falls significantly short of the prescribed word count, this could suggest that you haven’t put in enough work. Most essays will require extensive reading before you can do a topic justice, and if you’ve struggled to fill the word count, it’s almost certainly because you haven’t done enough reading, and you’ve therefore missed out a significant line of enquiry. This is perhaps a sign that you’ve left it too late to write your essay, resulting in a rushed and incomplete essay (even if you consider it finished, it’s not complete if it hasn’t touched on topics of major relevance). This problem can be alleviated by effective time management, allowing plenty of time for the research phase of your essay and then enough time to write a detailed essay that touches on all the important arguments. If you’re struggling to think of things to say in your essay, try reading something on the topic that you haven’t read before. This will offer you a fresh perspective to talk about, and possibly help you to understand the topic clearly enough to start making more of your own comments about it.

3. “Too long”

[pullquote] “The present letter is a very long one, simply because I had no leisure to make it shorter” – Blaise Pascal [/pullquote]It sounds counter-intuitive, but it’s actually much easier to write an essay that’s too long than one that’s too short. This is because we’re all prone to waffling when we’re not entirely sure what we want to say, and/or because we want to show the person marking our essay that we’ve read extensively, even when some of the material we’ve read isn’t strictly relevant to the essay question we’ve been set. But the word count is there for a reason: it forces you to be clear and concise, leaving out what isn’t relevant. A short (say, 500-word) essay is actually a challenging academic exercise, so if you see fit to write twice the number of words, the person marking the essay is unlikely to be impressed. Fifty to a hundred words over the limit probably won’t be too much of an issue if that’s less than 10% of the word count, and will probably go unnoticed, but if you’ve ended up with something significantly over this, it’s time to start trimming. Re-read what you’ve written and scrutinise every single line. Does it add anything to your argument? Are you saying in ten words what could be said in three? Is there a whole paragraph that doesn’t really contribute to developing your argument? If so, get rid of it. This kind of ruthless editing and rephrasing can quickly bring your word count down, and it results in a much tighter and more carefully worded essay.

4. “Contradicts itself”

Undermining your own argument is an embarrassing mistake to make, but you can do it without realising when you’ve spent so long tweaking your essay that you can no longer see the wood for the trees. Contradicting yourself in an essay is also a sign that you haven’t completely understood the issues and haven’t formed a clear opinion on what the evidence shows. To avoid this error, have a detailed read through your essay before you submit it and look in particular detail at the statements you make. Looking at them in essence and in isolation, do any of them contradict each other? If so, decide which you think is more convincing and make your argument accordingly.

5. “Too many quotations”

It’s all too easy to hide behind the words of others when one is unsure of something, or lacking a complete understanding of a topic. This insecurity leads us to quote extensively from either original sources or scholars, including long chunks of quoted text as a nifty way of upping the word count without having to reveal our own ignorance (too much). But you won’t fool the person marking your essay by doing this: they’ll see immediately that you’re relying too heavily on the words of others, without enough intelligent supporting commentary, and it’s particularly revealing when most of the quotations are from the same source (which shows that you haven’t read widely enough). It’s good to include some quotations from a range of different sources, as it adds colour to your essay, shows that you’ve read widely and demonstrates that you’re thinking about different kinds of evidence. However, if you’ve received this kind of feedback, you can improve your next essay by not quoting more than a sentence at a time, making the majority of the text of your essay your own words, and including plenty of your own interpretation and responses to what you’ve quoted. Another word of advice regarding quotations: one of my tutors once told me is that one should never end an essay on a quotation. You may think that this is a clever way of bringing your essay to a conclusion, but actually you’re giving the last word to someone else when it’s your essay, and you should make the final intelligent closing remark. Quoting someone else at the end is a cop-out that some students use to get out of the tricky task of writing a strong final sentence, so however difficult the alternative may seem, don’t do it!

6. “Not enough evidence”

In an essay, every point you make must be backed up with supporting evidence – it’s one of the fundamental tenets of academia. You can’t make a claim unless you can show what has lead you to it, whether that’s a passage in an original historical source, the result of some scientific research, or any other form of information that would lend credibility to your statement. A related problem is that some students will quote a scholar’s opinion as though it were concrete evidence of something; in fact, that is just one person’s opinion, and that opinion has been influenced by the scholar’s own biases. The evidence they based the opinion on might be tenuous, so it’s that evidence you should be looking at, not the actual opinion of the scholar themselves. As you write your essay, make a point of checking that everything you’ve said is adequately supported.

7. “All over the place” / “Confused”

An essay described as “all over the place” – or words to that effect – reveals that the student who wrote it hasn’t developed a clear line of argument, and that they are going off at tangents and using an incoherent structure in which one point doesn’t seem to bear any relation to the previous one. A tight structure is vital in essay-writing, as it holds the reader’s interest and helps build your argument to a logical conclusion. You can avoid your essay seeming confused by writing an essay plan before you start. This will help you get the structure right and be clear about what you want to say before you start writing.

8. “Misses the point”

This feedback can feel particularly damning if you’ve spent a long time writing what you thought was a carefully constructed essay. A simple reason might be that you didn’t read the question carefully enough. But it’s also a problem that arises when students spend too long looking at less relevant sources and not enough at the most important ones, because they ran out of time, or because they didn’t approach their reading lists in the right order, or because they failed to identify correctly which the most important sources actually were. This leads to students focusing on the wrong thing, or perhaps getting lost in the details. The tutor marking the essay, who has a well-rounded view of the topic, will be baffled if you’ve devoted much of your essay to discussing something you thought was important, but which they know to be a minor detail when compared with the underlying point. If you’re not sure which items on your reading list to tackle first, you could try asking your tutor next time if they could give you some pointers on which of the material they recommend you focus on first. It can also be helpful to prompt yourself from time to time with the question “What is the point?”, as this will remind you to take a step back and figure out what the core issues are.

9. “Poor presentation”

This kind of remark is likely to refer to issues with the formatting of your essay, spelling and punctuation , or general style. Impeccable spelling and grammar are a must, so proofread your essay before you submit it and check that there are no careless typos (computer spell checks don’t always pick these up). In terms of your writing style , you might get a comment like this if the essay marker found your writing either boring or in a style inappropriate to the context of a formal essay. Finally, looks matter: use a sensible, easy-to-read font, print with good-quality ink and paper if you’re printing, and write neatly and legibly if you’re handwriting. Your essay should be as easy to read as possible for the person marking it, as this lessens their workload and makes them feel more positively towards your work.

10. “Very good”

On the face of it, this is the sort of essay feedback every student wants to hear. But when you think about it, it’s not actually very helpful – particularly when it’s accompanied by a mark that wasn’t as high as you were aiming for. With these two words, you have no idea why you didn’t achieve top marks. In the face of such (frankly lazy) marking from your teacher or lecturer, the best response is to be pleased that you’ve received a positive comment, but to go to the person who marked it and ask for more comments on what you could have done to get a higher mark. They shouldn’t be annoyed at your asking, because you’re simply striving to do better every time.

General remarks on responding to essay feedback

We end with a few general pieces of advice on how to respond to essay feedback.

• Don’t take criticism personally.
• Remember that feedback is there to help you improve.
• Don’t be afraid to ask for more feedback if what they’ve said isn’t clear.
• Don’t rest on your laurels – if you’ve had glowing feedback, it’s still worth asking if there’s anything you could have done to make the essay even better.

It can be difficult to have one’s hard work (metaphorically) ripped apart or disparaged, but feedback is ultimately there to help you get higher grades, get into better universities, and put you on a successful career path; so keep that end goal in mind when you get your essay back.

Image credits: banner ; library ; snake ; magnifying glass ; dartboard ; suggestions box . 

51 Constructive Feedback Examples for Students

Constructive feedback is feedback that helps students learn and grow.

Even though it highlights students’ weaknesses, it is not negative feedback because it has a purpose. It is designed to help them identify areas for improvement.

It serves both as an example of positive reinforcement and a reminder that there is always room for further improvement. Studies show that students generally like feedback that points them in the right direction and helps them to improve. It can also increase motivation for students.

Why Give Constructive Feedback?

Constructive feedback is given to help students improve. It can help people develop a growth mindset by helping them understand what they need to do to improve.

It can also help people to see that their efforts are paying off and that they can continue to grow and improve with continued effort.

Additionally, constructive feedback helps people to feel supported and motivated to keep working hard. It shows that we believe in their ability to grow and succeed and that we are willing to help them along the way.

How to Give Constructive Feedback

Generally, when giving feedback, it’s best to:

• Make your feedback specific to the student’s work
• Point out areas where the student showed effort and where they did well
• Offer clear examples of how to improve
• Be positive about the student’s prospects if they put in the hard work to improve
• Encourage the student to ask questions if they don’t understand your feedback

Furthermore, it is best to follow up with students to see if they have managed to implement the feedback provided.

General Constructive Feedback Examples for Students

The below examples are general templates that need to be edited so they are specific to the student’s work.

1. You are on the right track. By starting to study for the exam earlier, you may be able to retain more knowledge on exam day.

2. I have seen your improvement over time. As a next step, it is a good idea to…

3. You have improved a lot and should start to look towards taking on harder tasks for the future to achieve more self-development.

4. You have potential and should work on your weaknesses to achieve better outcomes. One area for improvement is…

5. Keep up the good work! You will see better results in the future if you make the effort to attend our study groups more regularly.

6. You are doing well, but there is always room for improvement. Try these tips to get better results: …

7. You have made some good progress, but it would be good to see you focusing harder on the assignment question so you don’t misinterpret it next time.

8. Your efforts are commendable, but you could still do better if you provide more specific examples in your explanations.

9. You have done well so far, but don’t become complacent – there is always room for improvement! I have noticed several errors in your notes, including…

10. It is great that you are trying your best, but don’t stop here – keep pushing yourself to get even better results. It would be good to see you editing your work to remove the small errors creeping into your work…

11. You have put in a lot of hard work, and it is starting to show. One area for improvement is your tone of voice, which sometimes comes across too soft. Don’t be afraid to project your voice next time.

12. You are making good progress, but don’t forget to focus on your weaknesses too. One weakness to focus on is…

13. Your efforts are commendable, but it would have been good to have seen you focus throughout as your performance waned towards the end of the session.

15. While your work is good, I feel you are becoming complacent – keep looking for ways to improve. For example, it would be good to see you concentrating harder on providing critique of the ideas explored in the class.

16. It is great that you are trying your best, but don’t stop here – keep pushing yourself to get even better results! Try to improve your handwriting by slowing down and focusing on every single letter.

17. You have put in a lot of hard work, and it is starting to show. Keep up the good work and you will see your grades slowly grow more and more. I’d like to see you improving your vocabulary for future pieces.

18. You are making good progress, but don’t forget to focus on your weaknesses too. One weakness to focus on is…

19. You have potential and should work on your using more appropriate sources to achieve better outcomes. As a next step, it is a good idea to…

Constructive Feedback for an Essay

1. Your writing style is good but you need to use more academic references in your paragraphs.

2. While you have reached the required word count, it would be good to focus on making sure every paragraph addresses the essay question.

3. You have a good structure for your essay, but you could improve your grammar and spelling.

4. You have made some good points, but you could develop them further by using more examples.

5. Your essay is well-written, but it would be helpful to provide more analysis of the topic.

6. You have answered the question well, but you could improve your writing style by being more concise.

7. Excellent job! You have covered all the key points and your writing is clear and concise.

8. There are a few errors in your essay, but overall it is well-written and easy to understand.

9. There are some mistakes in terms of grammar and spelling, but you have some good ideas worth expanding on.

10. Your essay is well-written, but it needs more development in terms of academic research and evidence.

11. You have done a great job with what you wrote, but you missed a key part of the essay question.

12. The examples you used were interesting, but you could have elaborated more on their relevance to the essay.

13. There are a few errors in terms of grammar and spelling, but your essay is overall well-constructed.

14. Your essay is easy to understand and covers all the key points, but you could use more evaluative language to strengthen your argument.

15. You have provided a good thesis statement , but the examples seem overly theoretical. Are there some practical examples that you could provide?

Constructive Feedback for Student Reports

1. You have worked very hard this semester. Next semester, work on being more consistent with your homework.

2. You have improved a lot this semester, but you need to focus on not procrastinating.

3. You are doing well in most subjects, but you could improve your grades by paying more attention in class and completing all your homework.

4. You are doing well in most subjects, but you could still improve your grades by studying more and asking for help when you don’t understand something.

5. You have shown great improvement this semester, keep up the good work! However, you might want to focus on improving your test scores by practicing more.

6. You have made some good progress this semester, but you need to continue working hard if you want to get good grades next year when the standards will rise again.

7. Next semester, focus on completing all your homework on time and paying more attention in class.

8. You have worked hard this semester, but you could still improve your grades by taking your time rather than racing through the work.

9. Next semester, focus on completing all your homework in advance so you have time to check it over before submission.

10. While you usually understand the instructions, don’t forget to ask for help when you don’t understand something rather than guessing.

11. You have shown great improvement this semester, but you need to focus some more on being self-motivated rather than relying on me to keep you on task.

Constructive feedback on Homework

1. While most of your homework is great, you missed a few points in your rush to complete it. Next time, slow down and make sure your work is thorough.

2. You put a lot of effort into your homework, and it shows. However, make sure to proofread your work for grammar and spelling mistakes.

3. You did a great job on this assignment, but try to be more concise in your writing for future assignments.

4. This homework is well-done, but you could have benefited from more time spent on research.

5. You have a good understanding of the material, but try to use more examples in your future assignments.

6. You completed the assignment on time and with great accuracy. I noticed you didn’t do the extension tasks. I’d like to see you challenging yourself in the future.

Related Articles

• Examples of Feedback for Teachers
• 75 Formative Assessment Examples

Giving and receiving feedback is an important part of any learning process. All feedback needs to not only grade work, but give advice on next steps so students can learn to be lifelong learners. By providing constructive feedback, we can help our students to iteratively improve over time. It can be challenging to provide useful feedback, but by following the simple guidelines and examples outlined in this article, I hope you can provide comments that are helpful and meaningful.

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 5 Top Tips for Succeeding at University
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 50 Durable Goods Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 100 Consumer Goods Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 30 Globalization Pros and Cons

2 thoughts on “51 Constructive Feedback Examples for Students”

Very helpful to see so much great developmental feedback with so many different examples.

Great examples of constructive feedback, also has reinforced on the current approach i take.

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Examples of Feedback on Student Writing

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As an undergraduate, my first writing assignment in Jim Faulconer’s philosophy of religion course changed me. More specifically, it was the feedback on my first paper. The combination of what I thought an abysmally low grade and margins drenched in the red of electronic comments felt as though academic open season had been declared on me personally. I was devastated. Following a period of self-indulgent mourning I forced myself to read through Faulconer’s comments and realized that he had undermined the possibility of consoling myself by blaming him. Overall, I experienced a genuine aporia and ultimately took advantage of the opportunity to re-write my paper.

This has remained with me, and to the degree possible within the specific constraints of each class, I make revision, feedback, personal interaction, and the opportunity to rewrite central to class assignments. The attempt is to allow the student, wherever they are in their progression as a writer, to improve, and especially to improve in their ability to narrow in on and articulate a well-supported argument.

One of the real challenges then, is to offer feedback for students at very different levels. In order to see my efforts at work, I’ve copied below actual feedback that I’ve given—two on papers I considered “A” quality, one on a paper that I considered well below average, and additional, general feedback given to an entire class after grading their papers. When grading student papers I make in-margin comments throughout and then articulate my overall feedback at the bottom. Additionally, I compose a document with general feedback for the entire class based on positive and negative trends in the papers submitted. You’ll notice in the examples below that my attempt is always to state concretely what’s working well and specific ways in which both this particular draft and also their writing more generally might be improved. In doing so, I try to impart to my students that their work, whatever its quality, is always a work in progress.

Feedback on superior papers Feedback on an inadequate paper General feedback for a class

From superior papers:

Dear Student,

You have a clever argument. Importantly, you build in very plausible objections to your claims and then seek to respond to those objections. Your three points of criticism build very well on each other, and you end with a satisfying resolution. As noted throughout, the biggest weakness of the paper is the occasional lack of clarity. I suspect that a lot of this has to do with the difficulties of writing in a second language. I encourage you to avail yourself of the writing center. Also, as noted, your opening needs to be more clear. Don’t worry about giving away your main point upfront – in philosophy that’s a good thing. Finally, it’s significant that you overlook Sen’s comments on comparing in the absence of an ideal standard.

I’m impressed with your ability to write concisely. Not only did you fulfill the assignment, you also wrote a long-ish intro and answered questions that went beyond the prompt. Doing so within the word limit and doing it well deserves recognition. One result is that outside of the opening paragraph the entire essay is focused exclusively on the arguments –there’s no excess fat in this essay. Given the nature of the assignment, that’s great. As noted throughout, however, some of your specific arguments need developed –your paper would’ve been better served had you eliminated one of the arguments in order to better develop the others along the lines mentioned in my comments above. Overall, it’s clear that you understand each of the philosophers you address and you present interesting ideas.

From an inadequate paper:

The following was written in response to a student in a first year writing class. Both the nature of the class and its small size facilitated more substantive feedback than is always possible. My comments below, however, are indicative of the tone and approach I take toward papers I consider to be significantly inadequate.

Dear Student

As noted above, you do well “synthesizing”several insights from multiple studies as you make different points, rather than flatly summarizing one study at a time. I’ve tried to make clear in my comments the things that I think you can do to strengthen this paper and your writing in general. Specifically, I want to emphasize the following:

• Argument. This is critical. Your paper is almost exclusively a report of various points of consensus among the authors you cite. This does not meet the specifications of the assignment. What’s needed is to utilize this ability –the ability to extract important and overlapping ideas from the literature –in the service of your own independent argument. A clear and specific thesis sentence stated up top will help you to organize and tie together the various parts of your paper. The conclusion section should also help to do the same thing. Your conclusion here is a bookend, bringing up the same (or at least a similar) point as the one you began with concerning the different kinds of attraction that exist. More than just a bookend, however, you want your conclusion to be in the service of your argument. It should both summarize and highlight the most important points you’ve tried to establish in the body of your paper and state how these points support your thesis. At each stage, however, ask yourself –how does this support my argument? Is this fact clear to my reader?
• Structure. Some of the different sections and points you’re making in the paper are clearly flagged for the reader with transition words. Remember, however, that the paper is not just a list of points. This is closely related to my comment on argument. At any given point in the paper it should not only be clear to the reader what you’re saying but also why you’re saying it. Transition language needs to be accompanied by explicitly tying together or explaining the relationship between the different sections of the paper. Doing so is an important way to highlight your overall argument and make the paper cohere.
• Counterargument. As discussed in the assignment, a critical part of your argument is exploring a counterargument. Either in making specific claims to support your thesis or after articulating your argument, consider countervailing evidence or interpretive frameworks or objections to your reasons and conclusions. Doing so will strengthen your case. This is not just true when attempting to make your own argument, but is also an important element of explicating the academic dialogue for your reader. If all of the authors you cite were locked in a room would they all agree on the question you’re exploring? Help your reader to understand the tensions, contradictions and questions that are left in the wake of their studies. Then argue for why –given these tensions, contradictions and questions –your reader ought to side with your own claims.
• Proofreading. The host of punctuation and grammar errors, along with the frequently awkward phrasing of the paper makes it read like a first draft. This is very distracting and inhibits your ability to keep the attention of the reader or convince the reader of your point.

Again, the paper shows a good grasp of some of the basic points made in the literature, weaving together a number of overlapping ideas. I’m confident in your ability to improve.

General feedback:

The following is an example of the general feedback given in the wake of a recent “ ordinary ” paper assignment. Although given in response to a specific set of papers, it models the type of general feedback I give:

• First, make sure it’s free of errors—typographical, stylistic, or substantive. Poor grammar, misspelled words, and inaccurate statements are impression killers.
• Likewise, avoid trite opening lines — generic or obvious statements that usually say little more than “ I don ’ t know how to begin my paper, but I have to say something. ” For example, “Throughout history, people have argued about ethics,”or “Different people have different ideas about the value of the environment”are trite openers and should be avoided.
• In your opening, above everything else, you want to make it clear to your reader what your paper is going to be about. A clear, easy to pick out thesis sentence is crucial . Since the thesis sentence is the most important part of your opening, make sure it’s as polished and articulate a sentence as you can make it. The thesis ought to tell your reader exactly what you will be arguing in your paper. In addition, it ought to give the reader some hint about why you ’ re going to argue that way . Note the difference in the following thesis sentences from your peers: “In this paper, I will argue that religion provides a better basis for Leopold’s land ethic than the philosophers we studied;”and “Despite a sophisticated argument that successfully disarms many of the attacks typically used to support human superiority, Taylor’s biocentric theory of equality is simply too radical to adequately serve as a land ethic.”The first example states clearly what will be argued in the paper. The second example does so as well but also clues the reader in and sets the tone of and expectations for the paper. It gives the reader more specifics and serves as a better standard against which one can judge the success of the paper.
• First, remember that (as noted in the assignment) you’re not simply giving me an argument in support of your thesis; you’re also dealing with the argument of a philosopher. A very common mistake made was to merely state a philosopher ’ s conclusion and then either argue against or in support of it. Remember, you must actually present the philosopher ’ s argument in favor of the thesis and then address THAT . And remember that there is an important difference between listing premises and explaining the argument.
• A common logical problem is to assume that if two positions or theories have a number of important, identifiable similarities, then they must be compatible or largely the same. Most theories we look at in this class will have plenty of readily identifiable, important similarities. This doesn ’ t mean either that they argue for the same thing or that they are compatible . For instance, if I focus only on things like belief in representative government, commitment to liberty, honoring the principles of America’s founding fathers, belief in transparency, fundamental desire to benefit the American people, and the like, I can give my audience the impression that U.S. President Barak Obama and his opponent Governor Mitt Romney have views that are perfectly compatible. This is a common strategy taken in polemical debates, and you see it used in popular media all the time (another, more entertaining/offensive example, is when people use this strategy to convince you that certain political figures are “just like”Hitler). But it certainly doesn’t prove anything. Once again, by giving the philosopher ’ s overall argument , you’re (more honestly) enabling your reader to judge and evaluate your own argument.
• Many of your papers would be improved by narrowing in on one specific part of the philosopher’s argument—for example, you might highlight and attack or defend a key premise. Many of you made very high-altitude and general criticisms but struggled (especially given the space constraints) to grapple with specific aspects of an argument.
• A number of papers were tempted to take something of a broadside approach: that is, they gave a list of every specific claim that they could pick out that the philosopher makes and then attacked it. This is a sort of hail-Mary approach, a desperate hope that something on your laundry-list of criticisms will stick and give merit to your paper. Sometimes this is the best you can do in the circumstances, but it is almost always less effective. A broadside is good in the brainstorming stage; but then pick out the one or two points that you think are most relevant or promising, and then develop them as best you can. Narrow in on something specific and do your best to develop your evaluation or critique (i.e., your answering of the assigned question).
• Another common (and related) approach was to give a paragraph by paragraph regurgitation of the text. This strategy, besides being stylistically awkward, hints to the reader that you’re really not sure what the argument is, or which parts are more important, and so you’re just going to try and say everything exactly how the philosopher did. You don’t have time in a short paper for much summary. Rather than a point by point regurgitation, be judicious in what you include. You ’ re attempting to explicate not summarize the argument . As already mentioned, you do want to give an overview, you want to articulate the argument. But this doesn’t mean you’ll make all of the same points or use all of the same examples in the very same way. The point of articulating the philosopher’s argument is to help you in writing your paper and arguing your ideas. Highlight or emphasize the parts that are more important or relevant to your own thesis. Cut out the fluff, unimportant illustrations, or side tangents. Reorder things for your benefit. Say what needs to be said to inform your reader and set him up for your own argument.
• You don’t have to completely destroy or defend an argument. Perhaps you think that a philosopher is largely correct in her views, but that she’s a little off on an important issue. You can argue that she needs a slight modification to her position. Or perhaps you’re comparing two philosophers –you don’t have to argue that one of them is completely right and the other entirely wrong. You can argue that they both have some things right and some things wrong, and then argue for a hybrid position.
• Finally, on argumentation, I want to make a suggestion that has more to do with how you word your claims than anything else. It is highly unlikely that any of you will “prove”anything one way or the other. Philosophers use the word ‘prove’in a technical way, and are rather reserved about it. More often than not when they use it they at least qualify it in some way (e.g.. “I will attempt to prove…”). I suggest avoiding the word all together when writing philosophy—at least for now.
• Structure: Again, I’m not against creativity, and not married to rigid and explicit structures, but your reader ought to be able to tell exactly where he is in your argument. Whether or not you use meta-language, you need to give your reader signals and have a clear structure that is easy to follow. Avoid rambling or tangents, and clearly mark transitions.
• Superfluous stuff: Part of maintaining a good structure and writing a strong, clear paper is cutting out all of the superfluous material. Especially on short papers like this, just get rid of anything extra or anything that doesn ’ t directly contribute to the point of the paper (of course, you can keep your creative stuff if you’re writing in that kind of style). Also, make sure you’ve got the right sort of balance or proportion. If the point of your paper is to defend Katz theocentric approach to environmental ethics, but you feel the need to give context (often a good idea), don’t spend a full page of pre- and post-argument context, with only a quarter page of actual argument. Instead, write a sentence or two of pre- and a sentence or two of post-argument context, and take a page to carefully, explicitly set out the argument.
• Sexist Language: This is almost always a problem with undergraduate papers. Don’t let the sexist language of the older philosophers we’re reading (like Leopold) or that of your own culture lull you into thinking you can write this way. The point is not primarily about equality or the like. Using sexist language is simply unprofessional and stylistically immature. It’s at least as much of an eyesore as bad grammar or misspelled words. Specifically, don’t simply use “man”to represent humanity or “he”every time you need a neutral pronoun. You can almost always avoid a gendered pronoun (e.g., use “human”or “one”). Sometimes this is very difficult or would sound very awkward. In such cases, it’s fine to use either “she”or “he,”but you should rotate between the one and the other (e.g., in one paragraph or section of the paper use “she”and in the next paragraph or section use “he;”but again, avoid either whenever you can do so naturally). Sometimes you can write “she or he,”though this too can be awkward. Finally, don’t use “s/he”as a neutral pronoun. I recommend consulting a style guide for more details.
• Never let quotes stand on their own — explain them. There is one skill for picking out relevant quotes from a text, and another skill involved in understanding what it says. Again, see a style guide for details.

I hope this is helpful to you as you begin work on your next papers.

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Getting Feedback

What this handout is about.

Sometimes you’d like feedback from someone else about your writing, but you may not be sure how to get it. This handout describes when, where, how and from whom you might receive effective responses as you develop as a writer.

Why get feedback on your writing?

You’ll become a better writer, and writing will become a less painful process. When might you need feedback? You might be just beginning a paper and want to talk to someone else about your ideas. You might be midway through a draft and find that you are unsure about the direction you’ve decided to take. You might wonder why you received a lower grade than you expected on a paper, or you might not understand the comments that a TA or professor has written in the margins. Essentially, asking for feedback at any stage helps you break out of the isolation of writing. When you ask for feedback, you are no longer working in a void, wondering whether or not you understand the assignment and/or are making yourself understood. By seeking feedback from others, you are taking positive, constructive steps to improve your own writing and develop as a writer.

Why people don’t ask for feedback

• You worry that the feedback will be negative. Many people avoid asking others what they think about a piece of writing because they have a sneaking suspicion that the news will not be good. If you want to improve your writing, however, constructive criticism from others will help. Remember that the criticism you receive is only criticism of the writing and not of the writer.
• You don’t know whom to ask. The person who can offer the most effective feedback on your writing may vary depending on when you need the feedback and what kind of feedback you need. Keep in mind, though, that if you are really concerned about a piece of writing, almost any thoughtful reader (e.g., your roommate, mother, R.A., brother, etc.) can provide useful feedback that will help you improve your writing. Don’t wait for the expert; share your writing often and with a variety of readers.
• You don’t know how to ask. It can be awkward to ask for feedback, even if you know whom you want to ask. Asking someone, “Could you take a look at my paper?” or “Could you tell me if this is OK?” can sometimes elicit wonderfully rich responses. Usually, though, you need to be specific about where you are in the writing process and the kind of feedback that would help. You might say, “I’m really struggling with the organization of this paper. Could you read these paragraphs and see if the ideas seem to be in the right order?”
• You don’t want to take up your teacher’s time. You may be hesitant to go to your professor or TA to talk about your writing because you don’t want to bother him or her. The office hours that these busy people set aside, though, are reserved for your benefit, because the teachers on this campus want to communicate with students about their ideas and their work. Faculty can be especially generous and helpful with their advice when you drop by their office with specific questions and know the kinds of help you need. If you can’t meet during the instructor’s office hours, try making a special appointment. If you find that you aren’t able to schedule a time to talk with your instructor, remember that there are plenty of other people around you who can offer feedback.
• You’ve gotten feedback in the past that was unhelpful. If earlier experiences haven’t proved satisfactory, try again. Ask a different person, or ask for feedback in a new way. Experiment with asking for feedback at different stages in the writing process: when you are just beginning an assignment, when you have a draft, or when you think you are finished. Figure out when you benefit from feedback the most, the kinds of people you get the best feedback from, the kinds of feedback you need, and the ways to ask for that feedback effectively.
• You’re working remotely and aren’t sure how to solicit help. Help can feel “out of sight, out of mind” when working remotely, so it may take extra effort and research to reach out. Explore what resources are available to you and how you can access them. What type of remote feedback will benefit you most? Video conferencing, email correspondence, phone conversation, written feedback, or something else? Would it help to email your professor or TA ? Are you looking for the back and forth of a real-time conversation, or would it be more helpful to have written feedback to refer to as you work? Can you schedule an appointment with the Writing Center or submit a draft for written feedback ? Could joining or forming an online writing group help provide a source of feedback?

Possible writing moments for feedback

There is no “best time” to get feedback on a piece of writing. In fact, it is often helpful to ask for feedback at several different stages of a writing project. Listed below are some parts of the writing process and some kinds of feedback you might need in each. Keep in mind, though, that every writer is different—you might think about these issues at other stages of the writing process, and that’s fine.

• The beginning/idea stage: Do I understand the assignment? Am I gathering the right kinds of information to answer this question? Are my strategies for approaching this assignment effective ones? How can I discover the best way to develop my early ideas into a feasible draft?
• Outline/thesis: I have an idea about what I want to argue, but I’m not sure if it is an appropriate or complete response to this assignment. Is the way I’m planning to organize my ideas working? Does it look like I’m covering all the bases? Do I have a clear main point? Do I know what I want to say to the reader?
• Rough draft: Does my paper make sense, and is it interesting? Have I proven my thesis statement? Is the evidence I’m using convincing? Is it explained clearly? Have I given the reader enough information? Does the information seem to be in the right order? What can I say in my introduction and conclusion?
• Early polished draft: Are the transitions between my ideas smooth and effective? Do my sentences make sense individually? How’s my writing style?
• Late or final polished draft: Are there any noticeable spelling or grammar errors? Are my margins, footnotes, and formatting okay? Does the paper seem effective? Is there anything I should change at the last minute?
• After the fact: How should I interpret the comments on my paper? Why did I receive the grade I did? What else might I have done to strengthen this paper? What can I learn as a writer about this writing experience? What should I do the next time I have to write a paper?

A note on asking for feedback after a paper has been graded

Many people go to see their TA or professor after they receive a paper back with comments and a grade attached. If you seek feedback after your paper is returned to you, it makes sense to wait 24 hours before scheduling a meeting to talk about it. If you are angry or upset about a grade, the day off gives you time to calm down and put things in perspective. More important, taking a day off allows you to read through the instructor’s comments and think about why you received the grade that you did. You might underline or circle comments that were confusing to you so that you can ask about them later. You will also have an opportunity to reread your own writing and evaluate it more critically yourself. After all, you probably haven’t seen this piece of work since you handed it in a week or more ago, and refreshing your memory about its merits and weaknesses might help you make more sense of the grade and the instructor’s comments.

Also, be prepared to separate the discussion of your grade from the discussion of your development as a writer. It is difficult to have a productive meeting that achieves both of these goals. You may have very good reasons for meeting with an instructor to argue for a better grade, and having that kind of discussion is completely legitimate. Be very clear with your instructor about your goals. Are you meeting to contest the grade your paper received and explain why you think the paper deserved a higher one? Are you meeting because you don’t understand why your paper received the grade it did and would like clarification? Or are you meeting because you want to use this paper and the instructor’s comments to learn more about how to write in this particular discipline and do better on future written work? Being up front about these distinctions can help you and your instructor know what to expect from the conference and avoid any confusion between the issue of grading and the issue of feedback.

Kinds of feedback to ask for

Asking for a specific kind of feedback can be the best way to get advice that you can use. Think about what kinds of topics you want to discuss and what kinds of questions you want to ask:

• Understanding the assignment: Do I understand the task? How long should it be? What kinds of sources should I be using? Do I have to answer all of the questions on the assignment sheet or are they just prompts to get me thinking? Are some parts of the assignment more important than other parts?
• Factual content: Is my understanding of the course material accurate? Where else could I look for more information?
• Interpretation/analysis: Do I have a point? Does my argument make sense? Is it logical and consistent? Is it supported by sufficient evidence?
• Organization: Are my ideas in a useful order? Does the reader need to know anything else up front? Is there another way to consider ordering this information?
• Flow: Do I have good transitions? Does the introduction prepare the reader for what comes later? Do my topic sentences accurately reflect the content of my paragraphs? Can the reader follow me?
• Style: Comments on earlier papers can help you identify writing style issues that you might want to look out for. Is my writing style appealing? Do I use the passive voice too often? Are there too many “to be” verbs?
• Grammar: Just as with style, comments on earlier papers will help you identify grammatical “trouble spots.” Am I using commas correctly? Do I have problems with subject-verb agreement?
• Small errors: Is everything spelled right? Are there any typos?

Possible sources of feedback and what they’re good for

Believe it or not, you can learn to be your own best reader, particularly if you practice reading your work critically. First, think about writing problems that you know you have had in the past. Look over old papers for clues. Then, give yourself some critical distance from your writing by setting it aside for a few hours, overnight, or even for a couple of days. Come back to it with a fresh eye, and you will be better able to offer yourself feedback. Finally, be conscious of what you are reading for. You may find that you have to read your draft several times—perhaps once for content, once for organization and transitions, and once for style and grammar. If you need feedback on a specific issue, such as passive voice, you may need to read through the draft one time alone focusing on that issue. Whatever you do, don’t count yourself out as a source of feedback. Remember that ultimately you care the most and will be held responsible for what appears on the page. It’s your paper.

A classmate (a familiar and knowledgeable reader)

When you need feedback from another person, a classmate can be an excellent source. A classmate knows the course material and can help you make sure you understand the course content. A classmate is probably also familiar with the sources that are available for the class and the specific assignment. Moreover, you and your classmates can get together and talk about the kinds of feedback you both received on earlier work for the class, building your knowledge base about what the instructor is looking for in writing assignments.

Your TA (an expert reader)

Your TA is an expert reader—he or she is working on an advanced degree, either a Master’s or a Ph.D., in the subject area of your paper. Your TA is also either the primary teacher of the course or a member of the teaching team, so he or she probably had a hand in selecting the source materials, writing the assignment, and setting up the grading scheme. No one knows what the TA is looking for on the paper better than the TA , and most of the TAs on campus would be happy to talk with you about your paper.

Your professor (a very expert reader)

Your professor is the most expert reader you can find. He or she has a Ph.D. in the subject area that you are studying, and probably also wrote the assignment, either alone or with help from TAs. Like your TA, your professor can be the best source for information about what the instructor is looking for on the paper and may be your best guide in developing into a strong academic writer.

Your roommate/friend/family member (an interested but not familiar reader)

It can be very helpful to get feedback from someone who doesn’t know anything about your paper topic. These readers, because they are unfamiliar with the subject matter, often ask questions that help you realize what you need to explain further or that push you to think about the topic in new ways. They can also offer helpful general writing advice, letting you know if your paper is clear or your argument seems well organized, for example. Ask them to read your paper and then summarize for you what they think its main points are.

The Writing Center (an interested but not familiar reader with special training)

While the Writing Center staff may not have specialized knowledge about your paper topic, our writing coaches are trained to assist you with your writing needs. We cannot edit or proofread for you, but we can help you identify problems and address them at any stage of the writing process. The Writing Center’s coaches see thousands of students each year and are familiar with all kinds of writing assignments and writing dilemmas.

Other kinds of resources

If you want feedback on a writing assignment and can’t find a real live person to read it for you, there are other places to turn. Check out the Writing Center’s handouts . These resources can give you tips for proofreading your own work, making an argument, using commas and transitions, and more. You can also try the spell/grammar checker on your computer. This shouldn’t be your primary source of feedback, but it may be helpful.

A word about feedback and plagiarism

Asking for help on your writing does not equal plagiarism, but talking with classmates about your work may feel like cheating. Check with your professor or TA about what kinds of help you can get legally. Most will encourage you to discuss your ideas about the reading and lectures with your classmates. In general, if someone offers a particularly helpful insight, it makes sense to cite him or her in a footnote. The best way to avoid plagiarism is to write by yourself with your books closed. (For more on this topic, see our handout on plagiarism .)

What to do with the feedback you get

• Don’t be intimidated if your professor or TA has written a lot on your paper. Sometimes instructors will provide more feedback on papers that they believe have a lot of potential. They may have written a lot because your ideas are interesting to them and they want to see you develop them to their fullest by improving your writing.
• By the same token, don’t feel that your paper is garbage if the instructor DIDN’T write much on it. Some graders just write more than others do, and sometimes your instructors are too busy to spend a great deal of time writing comments on each individual paper.
• If you receive feedback before the paper is due, think about what you can and can’t do before the deadline. You sometimes have to triage your revisions. By all means, if you think you have major changes to make and you have time to make them, go for it. But if you have two other papers to write and all three are due tomorrow, you may have to decide that your thesis or your organization is the biggest issue and just focus on that. The paper might not be perfect, but you can learn from the experience for the next assignment.
• Read ALL of the feedback that you get. Many people, when receiving a paper back from their TA or professor, will just look at the grade and not read the comments written in the margins or at the end of the paper. Even if you received a satisfactory grade, it makes sense to carefully read all of the feedback you get. Doing so may help you see patterns of error in your writing that you need to address and may help you improve your writing for future papers and for other classes.
• If you don’t understand the feedback you receive, by all means ask the person who offered it. Feedback that you don’t understand is feedback that you cannot benefit from, so ask for clarification when you need it. Remember that the person who gave you the feedback did so because they genuinely wanted to convey information to you that would help you become a better writer. They wouldn’t want you to be confused and will be happy to explain their comments further if you ask.
• Ultimately, the paper you will turn in will be your own. You have the final responsibility for its form and content. Take the responsibility for being the final judge of what should and should not be done with your essay.
• Just because someone says to change something about your paper doesn’t mean you should. Sometimes the person offering feedback can misunderstand your assignment or make a suggestion that doesn’t seem to make sense. Don’t follow those suggestions blindly. Talk about them, think about other options, and decide for yourself whether the advice you received was useful.

Final thoughts

Finally, we would encourage you to think about feedback on your writing as a way to help you develop better writing strategies. This is the philosophy of the Writing Center. Don’t look at individual bits of feedback such as “This paper was badly organized” as evidence that you always organize ideas poorly. Think instead about the long haul. What writing process led you to a disorganized paper? What kinds of papers do you have organization problems with? What kinds of organization problems are they? What kinds of feedback have you received about organization in the past? What can you do to resolve these issues, not just for one paper, but for all of your papers? The Writing Center can help you with this process. Strategy-oriented thinking will help you go from being a writer who writes disorganized papers and then struggles to fix each one to being a writer who no longer writes disorganized papers. In the end, that’s a much more positive and permanent solution.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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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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Stay accountable, in a structured program with writing sprints, coach Q&As, webinars and feedback in an intimate writing group.

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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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.

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.

Click here to contact The Writing King to discuss your project today!

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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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Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

Response: Ways to Give Effective Feedback on Student Writing

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This is the second post in a four-part series. You can see Part One here .)

The new question-of-the-week is:

What are the best ways to give students feedback on their writing?

Part One began with responses from Anabel Gonzalez, Sarah Woodard, Kim Jaxon, Ralph Fletcher, Mary Beth Nicklaus, and Leah Wilson. You can listen to a 10-minute conversation I had with Anabel, Sarah, and Kim on my BAM! Radio Show . You can also find a list of, and links to, previous shows here.

Today, Susan M. Brookhart, Cheryl Mizerny, Amy Benjamin, Kate Wolfe Maxlow, Karen Sanzo, Andrew Miller, David Campos, and Kathleen Fad share their commentaries.

Response From Susan M. Brookhart

Susan Brookhart, Ph.D., is the author of How to Use Grading to Improve Learning (ASCD 2017) and How to Give Effective Feedback to Your Students (2nd edition, ASCD 2017)). She is a professor emeritus at Duquesne University and an author and consultant. Her focus is classroom assessment and its impact on teaching, learning, and motivation:

Giving feedback on writing is a special responsibility. If you ask students to write thoughtfully to you, it would be hypocritical of you not to write (or speak, if your feedback is oral) thoughtfully back to them. And students will notice! Here are five things to keep in mind as you think about feedback on students’ written work:

#1 - Before the students write, make sure they know what they are trying to learn (more specifically than just “writing”) and what qualities their writing should exhibit. Unless students are trying to learn something specific, they will experience teacher feedback as additional teacher directions they have to follow. So, for example, if students are writing descriptive paragraphs, they should know what the kind of descriptive paragraphs they are aiming for looks like. Criteria for success might be that they (1) use adjectives that describe by telling what the object of their description looks, sounds, tastes, smells, or feels like; and (2) help their readers feel like they “are there,” experiencing whatever is described themselves. If this is what students are aiming to do, then the feedback questions are already set up: Are my adjectives descriptive? Do they conjure up sight, sound, taste, smell, or touch? Did you (my teacher and my reader) feel like you really experienced what I was describing, that you were there? The best feedback on student writing tells students what they want to know to get closer to the particular vision of writing they are working on.

#2 - Describe at least one thing the student did well, with reference to the success criteria. Focus your feedback on the criteria, not on other features of the work (like handwriting or grammar, unless that was the focus of the writing lesson). Even the poorest paper has something to commend it. Find that and begin your feedback there. Students can’t navigate toward learning targets by filling in deficits only; they also need to build on their strengths. And don’t assume that just because a student did something well, they know what that is. The best feedback on student writing names and notices where students are meeting criteria that show their learning.

#3 - Suggest the student’s immediate next steps, again with reference to the success criteria. Your feedback does not need to “fix” everything possible. It only needs to take the student’s work to the next level. Select the one or two—whatever is doable in the next draft of the writing piece—things that the student should do next, given where they are right now.The best feedback on student writing moves students forward in their quest to reach a learning goal.

#4 - Make sure you learn something from the feedback episode, too. Too often, teachers think of feedback as their expert advice on students’ writing. But every opportunity to give feedback on student writing is also an opportunity for you to learn something about what your students are thinking, what kinds of writing skills they have, and what they need to learn next. The best feedback on student writing gives teachers a window into student thinking; it doesn’t just advise students.

#5 - Give students an immediate opportunity to use the feedback. Much feedback on student writing is wasted, because students don’t use it. Many teachers subscribe to the myth that students will use the feedback “next time” they write something similar. However, it’s not true that students have some sort of file drawer in their heads, with files labeled according to type of writing, that they will magically open at some point in the future.

No matter how well-intentioned the student, this just isn’t how it works. The best feedback on student writing is followed immediately by a planned opportunity, within instructional time, for students to use the feedback.

Response From Cheryl Mizerny

Cheryl Mizerny has been teaching for more than 20 years, is passionate about middle-level education, and serves on the faculty of the AMLE Leadership Institute. Her practice is guided by her belief in reaching every student and educating the whole child. She currently teaches 6th grade English in Michigan and writes an education blog, “It’s Not Easy Being Tween,” for Middleweb.com:

Good feedback on student writing is time-consuming and takes a great deal of teacher effort, but the results in the improvement of their writing is worth my time. Over the years, I have found some ways to streamline the process.

First, students can’t hit a target they can’t see. Therefore, it is important that they have a clear understanding of the goal of the writing piece. I do lots of front-loading with using mentor texts to study author’s craft. Valuable feedback will tell them how close they are to the target and how they can get closer to a bullseye.

For me, the most important consideration when giving feedback is how likely is this to be used? Whenever possible, my first step is verbal feedback via an individual writing conference during the first draft stage. This lets me correct any major errors before they get too far along. We use Google docs so that they have access to them everywhere, I can see the revision history, and I am able to type my comments right in line with the text (which is faster and neater than my handwriting). Prior to writing my first comments, I have students identify a couple things on which they’d like me to focus when reading their paper. Just as I have goals for the final piece, so should they. Then, I begin the process of reading for feedback.

For me, I’ve found that feedback works best if it meets the following criteria: It’s prompt (not saying it has to be the next day, but students get very upset if they have to wait three weeks to get a draft back and rightly so), conversational and respectful in tone, specifically identifies areas for improvement and prioritizes them, focuses on larger issues such as content over small ones like punctuation, and is strengths-based with a balance of more positive than negative commentary. Feedback such as “Good job” is not helpful nor is “This is way too short.” Students needs specific information about how to make improvements if they are going to do so. If I have an especially weak piece, I don’t provide all the ways it can be improved via written feedback to avoid the child shutting down. That student obviously needs more assistance, and a conference is warranted. I am careful to address only a few areas of improvement per paper and I also comment on the areas in which they have a personal progress goal.

As they begin revising in class, I give some individual time to students to have a conversation about their work. The rest are looking at my comments and addressing each one or reading each other’s work. Prior to them handing in the second draft, I provide a checklist of things to consider and ask students to “whisper-read” to themselves (Google Docs has a screen reader built in) to find simple errors. Once they hand in this draft, I look at their work using a single-point rubric (see Jennifer Gonzalez article ) and make comments on it as a cover sheet. I hand this back without a grade on it. In my experience, once they see a grade, the learning stops. They then have one final pass to make any corrections before I receive the final. We also have a celebration of the writing and share work with one another. In my class, it’s is all about the writing process and not the product and this method works well for us.

Response From Amy Benjamin

Amy Benjamin is a teacher, educational consultant, and author whose most recent book is Big Skills for the Common Core (Routledge). Her website is www.amybenjamin.com :

Recently I asked a group of English and social studies teachers to list the marginal comments that they typically write on their students’ papers. Many of the comments were frowny-faced reprimands ending in exclamation points: “Check spelling! Be specific! Develop! Proofread! Follow directions! Review apostrophe use! Others were milder admonitions, often in the form of questions: Where’s your evidence? This shows what? Is this accurate? Punctuation?” Then there were suggestions that, though valid, are unlikely to do much good: “Be sure to support your claim, support the quote, make an inference, anchor the quote, connect to the question, elaborate meaning of quote, explain detail, review, set up the context for the claim, work on ‘tightening up’ your writing, follow the rubric.” The teacher knows what these comments mean, but do the students? Despite the inordinate amount of time it takes to pore over essays and write these comments, we have reason to suspect that they are not accomplishing their intended purposes, which are twofold: 1) to justify the grade on top of the paper, and 2) to get students to improve their writing. The second is far more important than the first. But if there’s no follow-up to our commentary, then what is the point? What are the best ways to give feedback that actually leads to improvement?

First, let’s consider the tone of our comments: While not all of the comments I collected were negative, most were. Some of the positive ones were “nicely written, well-supported, excellent topic sentence, insightful point, great evidence provided, good intro, good sentence, good use of vocab, love your voice, I love this point.” The best way to keep someone pursuing a challenge is to encourage them. It is not so hard to find something—anything—that merits a pat on the back.

Second, let’s consider the amount of correction that is necessary to foster incremental improvement. Teachers are not copy editors. The copy editor has not done her job unless she has found and fixed every single error . But a teacher’s job should be to point out errors and weaknesses sparingly, staying within what she perceives to be that student’s zone of proximal development. All students are novice writers. Their progress will be recursive. If they take risks to produce increasingly sophisticated language in an academic register, they are likely to make more grammatical mistakes, not fewer. One positive and one negative comment or correction on a student’s paper is probably sufficient to keep the writer on a learning curve.

Think of a child learning to play the saxophone. The child has practiced and plays the rehearsed piece for her weekly lesson. Imagine a music teacher responding like this: “I heard two squeaks, one wrong note, an underplayed dynamic at Letter C, a missed quarter rest on the fourth measure, and you completely ignored the dynamics. Watch your fingering, your breathing, and your posture. Pay attention to the time signature. While you’re at it, give it some feeling. It’s supposed to sound like music, not noise.”

And, third, consider the follow-up. Rubrics are excellent tools because they establish criteria for success and help students self-monitor. But the rubric has to be written in student-friendly language. With an accessible rubric, the student can chart her progress from one piece of writing to another. You can follow-up on a writing assignment with mini-lessons, using authentic sentences from student writing as models of good writing, not only deficient writing.

If you’d like students to take real responsibility for their own writing growth, you may be interested in a resource that I’ve created called RxEdit and RxRevise. There you will find a collection of DIY lessons keyed to various writing needs. You can refer students to these lessons on an as-needed basis. It’s a great way to differentiate instruction. RxEdit and RxRevise are available for free on my website .

Response From Kate Wolfe Maxlow & Karen Sanzo

Kate Wolfe Maxlow and Karen Sanzo’s are co-authors of 20 Formative Assessment Strategies that Work: A Guide Across Content and Grade Levels . Kate Wolfe Maxlow is the Professional Learning Coordinator at Hampton City Schools and Karen Sanzo is a professor of Educational Foundations and Leadership at Old Dominion University:

How many times in school did you write something that made perfect sense to you only to have your teacher or professor write a big, red question mark next to it? The purpose of writing is to communicate thoughts and ideas to an audience, but because the writer cannot simultaneously be both the author and the audience, young writers often require a great deal of feedback in order to learn how to write clearly for an intended audience. Therefore, it is immensely important that teachers provide quality, frequent feedback to students on their writing.

To this end, it is also important to remember that the role of the teacher is to help students improve, not necessarily to expect a perfect product. Marzano (2017) explains that educators “should view learning as a constructive process in which students constantly update their knowledge.” Likewise, Hattie (2017) emphasizes the importance of helping students to engage in metacognitive strategies, such as Planning and Prediction, Elaboration and Organization, and Evaluation and Reflection. When we think of writing as a constructive process in which we should help students engage in metacognitive strategies, we realize how crucial it is that we provide students with feedback throughout the entire writing process, not simply at the end.

What does this look like? Imagine that you give students the following prompt: Explain why we remember George Washington today. Before students begin to write, have them make a plan that includes how they will conduct research, what questions they will ask, and how they will record answers. Check in with each student and then—this is key—provide feedback on their plans. As students begin to implement their plan and conduct research, collect information, and outline their paper, provide feedback on that, too.

What form does that feedback take? Well, whether it’s electronic (such as using Google Docs), verbal, or written doesn’t matter as much as the kind of thinking that the teacher asks the student to do when providing the feedback. For instance, a student has to do less work and actually learns less when a teacher writes, “George Washington did not have wooden teeth,” than if the teacher writes, “Can you find other sources that confirm that George Washington had wooden teeth?” or even “George Washington’s teeth are indeed an interesting subject; do you think we would remember him even if he had his own teeth based on his other accomplishments? What are the biggest reasons we remember him today?”

Feedback can, of course, also concern writing style. If feedback is too prescribed, we cheat students out of critical- and creative-thinking opportunities; if it is too vague, we risk frustrating them. For instance, instead of simply writing, “Vary your sentence style,” when a student starts each sentence in a paragraph with, “We remember George Washington because...,” a teacher could ask, “How can you start each sentence differently in this paragraph to keep the reader’s attention?” This points students in the right direction and also helps them understand why the change is important.

Lastly, while it’s important to give students feedback on their writing, feedback works best when we also collect it from students (Hattie, 2009). The more we ask students to self-evaluate and reflect on their work, the greater the impact on their achievement (Hattie, 2017). To that end, it can work well to have students first self-evaluate their writing using the rubric then come to a writing conference prepared with examples of what’s working in their paper and where they need help. When we give feedback like this, we encourage students not only to become better writers, but better thinkers as well.

Hattie, J (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge

Hattie, J. (2017). Hattie’s 2017 updated list of factors influencing student achievement. Retrieved from https://www.visiblelearningplus.com/sites/default/files/250%20Influences.pdf

Marzano (2017). The New Art and Science of Teaching. Bloomington, IN: ASCD & Solution Tree Press.

Response From Andrew Miller

Andrew Miller is currently an instructional coach at the Shanghai American School in China. He also serves on the National Faculty for the Buck Institute for Education and ASCD, where he consults on a variety of topics. He has worked with educators in the United States, Canada, Mexico, Australia, Thailand, Vietnam, Singapore, the Philippines, China, Japan, Indonesia, India, Kuwait, the United Arab Emirates, and the Dominican Republic:

Because we care about our students, we often do two things wrong: We give too much feedback or we tell students the answer in the feedback. Too much feedback is often ground in the traditional “final draft” way of writing, where the teacher collects the papers and then spends hours marking and providing written feedback near the end of the unit and close to when the assignment is due. This is often too much for students to process and/or can be too late. “Why didn’t you tell me my opening paragraph needed work when I wrote it a week ago?” Instead, teachers should provide feedback in smaller chunks in a more ongoing way. This makes the feedback manageable and timely.

For the second problem, teachers should focus on prompting and asking good questions to probe student thinking in the feedback they write. Instead of correcting a large amount of punctuation errors for students, write: “I’m noticing errors in comma and other punctuation usage in your second paragraph.” Here, the student must seek out those errors and correct them. They must learn! If the teacher does all the corrections for the students, then that teacher has done all the thinking for the student. In fact, it may have robbed that student of an opportunity to learn. Feedback should cause students to think and learn, not give away all the answers.

One final rule—don’t give feedback unless you can devote time for students to use and process it. We’ve all made the mistakes where we give feedback on the summative assessment and then students don’t use it. This is because we have indicated to them that it is summative and it is too late to improve. Teachers waste their time, and students don’t find value in the feedback.

Response From David Campos & Kathleen Fad

David Campos, Ph.D., is a professor of education at the University of the Incarnate Word in San Antonio, Texas, where he teaches undergraduate and graduate courses in special education, multicultural education, and instructional design and delivery. He has written books on LGBT youth, childhood health and wellness, and the schooling of Latinos. He has co-authored two books with Kathleen Fad: Tools for Teaching Writing (ASCD 2014) and Practical Ideas That Really Work for English Language Learners (Pro-Ed).

Kathleen Fad, Ph.D., is an author and consultant whose professional experience has spanned more than 30 years as a general education teacher, special education teacher, and university professor. Kathy’s specialty is designing practical, common-sense strategies that are research-based:

We also consider the idea of giving feedback from the special education perspective, and, that is, giving feedback so that it is individualized. Our experiences have taught us that in any given classroom, many students may struggle with the same writing issues, but most will have unique difficulties with their writing.

To help teachers give effective feedback on student writing, we created an evaluation protocol based on eight writing traits (in Tools for Teaching Writing, ASCD). Teachers can use this protocol to isolate the areas of writing that individual students struggle with the most. We identified qualities associated with each trait, which provides the teacher with a common language to use when she conferences with individual students.

Teachers can similarly create their own evaluation measure that has qualities associated with the traits or conventions of writing they address in their lessons. For example, teachers can ask themselves, “How does good presentation manifest in student writing?” Then, they can work toward developing the qualities of presentation they can regularly use in their instruction and student feedback. The key to effective feedback is to give students concrete qualities about the writing trait or convention and use those regularly in their conferences with students.

After teachers have developed this common language about writing, students can learn to self-reflect on their work. As a way of giving feedback, teachers can provide students with checklists associated with the qualities of the trait and have the students self-reflect or review their peers’ writing.

Thanks to Susan, Cheryl, Amy, Kate, Karen, Andrew, David, and Kathleen for their contributions.

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

Education Week has published a collection of posts from this blog, along with new material, in an e-book form. It’s titled Classroom Management Q&As: Expert Strategies for Teaching .

Just a reminder—you can subscribe and receive updates from this blog via email or RSS Reader. And if you missed any of the highlights from the first seven years of this blog, you can see a categorized list below. The list doesn’t include ones from this current year, but you can find those by clicking on the “answers” category found in the sidebar.

This Year’s Most Popular Q&A Posts

Race & Gender Challenges

Classroom Management Advice

Best Ways to Begin The School Year

Best Ways to End The School Year

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Look for Part Three in a few days.

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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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• Writing Sample Feedback

Examples of Submission Feedback

The following are actual responses to some of our recent submissions to the Online Writing Lab, although the names have been changed to maintain the anonymity of student writers. You can expect similarly global-oriented comments and suggestions for developing your own work. Of course, length and type of feedback vary between individual tutors and between essay submissions.

Dear Rachel: I think you touch on some really nice ideas in this paper, which I'll talk about in a minute, but first I want to address one general concern I had about your writing. You have a tendency to spend too much time summarizing the plot--this is time when you could be advancing your argument. You don't need to tell your reader what happens in the story; you can assume that he or she already knows. For example, look at this paragraph: [...] Everything that I've noted with square brackets is plot summary. The sentence that begins "Feeling rejected, the creature wanders away..." is borderline because you're making a judgment about the creature's motivations, but in general you shouldn't spend time repeating the events of the story. The second part of this paragraph is much better in that you're talking about motivations and making arguments. I think you've got some really interesting ideas in this paper, particularly in your fifth and sixth paragraphs, but you need to expand upon them. For example, you might spend more time talking about Millhauser's rationale--WHY does he think the monster should have been presented as a brutal beast throughout? What would be lost in such a presentation? Why is it better that Shelley shows the monster in terms of growth and progression? You introduce this idea in your introduction, arguing that Shelley is deliberately playing with the reader's sympathies, for the monster and for Frankenstein. Could you say more about HOW she does this? What is the effect of the reader's divided sympathies? Where does the sympathy lie at the end of the book? Why might Shelley be interested in this? In general, what is the value of making the creature sympathetic? I hope you found some of the questions I've raised valuable. You've touched on some interesting issues in this paper, and there is definitely plenty of room for you to develop them even further. If you have any questions about anything I've said, or any further questions, please feel free to write back to me. Good luck with your paper and thank you for submitting to the OWL!

Mark, Thank you for submitting your paper to the OWL; I am a Political Science major and very much enjoyed reading it. Below you will find a few suggestions for how to strengthen your writing during the revision process. You wrote that your major concerns with your paper were "abstract prose" and "elementary points." I did not find your arguments to be too simplistic or "elementary," nor did your language seem too abstract. It did, however, lack clarity and definition at some points. Specifically, there are some concepts that you repeat throughout your paper but never define. One is the "republican role." It may be that your instructor discussed this idea at length in class, or that Machiavelli does in his Discourses on Livy, but there is no such discussion in your paper. A stronger paper would define the proper role of a leader in a republican state from the beginning. Some theoretical questions you may want to consider on this point include: what is the difference between a republican leader and a tyrannical leader? How can one distinguish between the two? Why is it important to prevent against tyranny? Is the leader subservient to the will of the people? Is the leader responsible to anyone? Where does the leader draw his power or right to govern from? What does it mean to "be subordinate to a republican role"? What qualities are valuable in a leader? Which ones are dangerous? It may be beneficial to read over your paper with a critical eye looking for vague concepts. What ideas do you reference but never fully explain? Do you take certain concepts for granted? If you find such problems, generating a list of questions to focus your idea (as above) can be a helpful exercise. There were two more areas I found especially lacking in definition: the concept of tyranny and a "short time in office." Thank you again for submitting your paper to the OWL. Your arguments are strong and I hope my comments will help to fine-tune your essay. Please feel free to e-mail me for further assistance or clarification. Good luck with your revisions!

Thanks for submitting your essay-I enjoyed reading it. I hope my comments help you in your revision process.

Your personal narrative is without a doubt at its best when you give vivid details of the day from your perspective, which is, as you describe, a very unique one. The "chalky taste" of the air, for instance, is a detail that really brings the scene to life.

You asked for help with structure, and I think the most sensible structure in this case is a chronological one. It's fine to start with a vivid scene to land the reader in the event, but then it makes sense to step back and tell the story as it happened. To help you accomplish this end, you might consider listing each of the major points you want to cover and then turning them into an outline. It might help, too, to think about the overall message you want to convey. Then make sure all of your details contribute to that message.

As for constructive comments, you never really explain why you were at Ground Zero on September 12. Do you just happen to live nearby? Did you have any special connection to the firefighters or the victims? Why did you decide to help out?

I would also be careful of the very general statements you use to sum up the essay, such as , "That day brought to my attention a side of humanity that had lay dormant in my mind. That moment in time showed me that people have the capacity to act unselfishly." It's best to convey your point through examples rather than summation-the old advice to "show not tell."

It takes a lot of courage to tackle in an essay the events of September 11 and the days following, but I think you have a great perspective, and the ability to look beyond the chaos to the details of the scene.

Feel free to write back as you revise this piece. I'd be glad to talk more about it.

Hello, Angela,

Your paper is coherent, well-organized, and very informative. You do a nice job of incorporating various theorists and applying their ideas to the phenomenon of AHANA. You also do a good job of considering "the opposing viewpoint" and introducing relevant arguments to substantiate your position.

One area I would suggest giving a little more attention to how exactly AHANA functions. You mention that the term was coined as an alternative to the more negative term "minority," and that the group exists to "promote understanding..." etc. But I still want to know more about HOW the group works to achieve their goals; do they sponsor events on campus? hold workshops? etc. You did an effective job of explaining the philosophy of the group, but I would be interested in seeing just a little bit more of how it works in action, so to speak.

The second point is that you might want to explain in greater detail how subjective experiences shape the need for a group such as AHANA. You mention that racial and cultural differences do exist and that the "differing perspectives caused by these distinctions exist regardless of whether they are acknowledged." This is a very integral part of your argument, so maybe developing it further would be helpful. I realize it's a very broad concept to try and condense within your paper, but focusing on explicating that part might be helpful. Overall, I think you have a very strong paper that seems to fulfill the parameters of the assignment quite well.

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Khan Academy Blog

Introducing Khanmigo’s New Academic Essay Feedback Tool

posted on November 29, 2023

By Sarah Robertson , senior product manager at Khan Academy

Khan Academy has always been about leveraging technology to deliver world-class educational experiences to students everywhere. We think the newest AI-powered feature in our Khanmigo pilot—our Academic Essay Feedback tool—is a groundbreaking step toward revolutionizing how students improve their writing skills.

The reality of writing instruction

Here’s a word problem for you: A ninth-grade English teacher assigns a two-page essay to 100 students. If she limits herself to spending 10 minutes per essay providing personalized, detailed feedback on each draft, how many hours will it take her to finish reviewing all 100 essays?

The answer is that it would take her nearly 17 hours —and that’s just for the first draft!

Research tells us that the most effective methods of improving student writing skills require feedback to be focused, actionable, aligned to clear objectives, and delivered often and in a timely manner . 

The unfortunate reality is that teachers are unable to provide this level of feedback to students as often as students need it—and they need it now more than ever. Only 25% of eighth and twelfth graders are proficient in writing, according to the most recent NAEP scores .

An AI writing tutor for every student

Developed by experts in English Language Arts (ELA) and writing instruction, the pilot Khanmigo Academic Essay Feedback tool uses AI to offer students specific, immediate, and actionable feedback on their argumentative, expository, or literary analysis essays. 

Unlike other AI-powered writing tools, the Academic Essay Feedback tool isn’t limited to giving feedback on sentence- or language-level issues alone, like grammar or spelling. Instead, it provides feedback on areas like essay structure and organization, how well students support their arguments, introduction and conclusion, and style and tone.

The tool also doesn’t just stop at providing feedback, it also guides students through the revision process. Students can view highlighted feedback, ask clarifying questions, see exemplar writing, make revisions, and ask for further review—without the AI doing any actual writing for them.

Unique features of Khanmigo pilot Academic Essay Feedback tool

• Immediate, personalized feedback: within seconds, students get detailed, actionable, grade-level-appropriate feedback (both praise and constructive) that is personalized to their specific writing assignment and tied directly to interactive highlights in their essay.
• Comprehensive approach: feedback covers a wide range of writing skills, from crafting an engaging yet focused introduction and thesis, to overall essay structure and organization, to style and tone, to alignment and use of evidence.
• Interactive revision process: students can interact with Khanmigo to ask questions about specific pieces of feedback, get examples of model writing, make immediate revisions based on the feedback, and see if their revisions addressed the suggestion.
• Support for various essay types: the tool is versatile and assists with multi-paragraph persuasive, argumentative, explanatory, and literary analysis essay assignments for grades 8-12 (and more, coming soon).
• Focus on instruction and growth: like all Khanmigo features, the Academic Essay Feedback tool will not do the work for the student. Teachers and parents can rest assured that Khanmigo is there to improve the students’ independent writing skills, not provide one-click suggested revisions.

How parents can use Khanmigo’s Academic Essay Feedback tool

Any student with Khanmigo access can find the feedback tool under the “Write” category on their AI Activities menu. 

For academic essays, students should simply paste their first draft into the essay field, select their grade level and essay type, and provide the essay instructions from the teacher.

Students then click “Submit” and feedback begins generating. Once Khanmigo is done generating feedback, students can work their way through the suggestions for each category, chat with Khanmigo for help, make revisions, and resolve feedback. They can then submit their second draft for another round of feedback, or copy the final draft to submit to their teacher.

Bringing Khanmigo to your classroom, school, or district

Teachers in Khan Academy Districts partnerships can begin using the Khanmigo Academic Essay Feedback tool with their students right away. Simply direct students to the feedback tool under the “Write” category on their AI Activities menu.

Like all other Khanmigo activities, students’ interactions are monitored and moderated for safety. Teachers or parents can view the student’s initial draft, AI-generated feedback, chat history, and final draft in the student’s chat history. If anything is flagged for moderation, teachers or parents will receive an email notification.

Looking ahead

With the Academic Essay Feedback tool in our Khanmigo pilot, teachers and parents can empower students to take charge of their writing.The tool helps facilitate a deeper understanding of effective writing techniques and encourages self-improvement. For teachers, we think this tool is a valuable ally, enabling them to provide more frequent, timely, detailed, and actionable feedback for students on multiple drafts.

In the coming months, we’ll be launching exciting improvements to the tool and even more writing resources for learners, parents, teachers, and administrators:

• The ability for teachers to create an essay-revision assignment for their students on Khan Academy
• More varied feedback areas and flexibility in what feedback is given
• Support for students in essay outlining and drafting
• Insights for teachers and parents into their students’ full writing process

Stay tuned!

Sarah Robertson is a senior product manager at Khan Academy. She has a M.Ed. in Curriculum and Instruction and over a decade of experience teaching English, developing curriculum, and creating software products that have helped tens of millions of students improve their reading and writing skills.

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The best way to learn and teach with AI is here. Ace the school year with our AI-powered guide, Khanmigo. 

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Essay Feedback: Why It’s Important, Where to Get It, and How to Use It to Improve

January 19, 2017 By Jennifer Warren Leave a Comment

When you’re preparing for the bar exam, whether you’re a first-time taker or a repeater, you want to use every tool available to you to improve your chances of success. One of the most valuable tools that you can employ in preparing for the written portions of the exam is feedback from someone who is experienced at evaluating bar exam essays and MPTs.

Why Feedback is Important

Getting feedback on your written work is important primarily because it gives you an objective evaluation of your work. It’s often difficult for us to fairly assess our own writing, but feedback from a good grader should help you better recognize your own strengths and weaknesses as a writer. If you’re struggling to improve your practice essay or MPTS scores, feedback can help you identify where you need to focus your attention. Are you failing to spot key issues? Is your writing disorganized? Are you not analyzing the facts thoroughly enough? Or are you simply not reciting the relevant rules? Whatever it might be, feedback from an objective source can help you isolate the problem.

Additionally, as important as it is to know the rules, spot the issues, and perform solid legal analysis, it also won’t hurt if your essays “sound good.” Bar exam graders have to review hundreds of essays in a relatively short amount of time, so they may not go through each one with a fine tooth comb. If you’re essay is stylistically well written and at least sounds like something a lawyer would write, it may help make up for a few missing elements or some superficial factual analysis. Getting feedback on your practice essays should help you refine your writing style and at the very least, make your essays sound good.

Where to Get Quality Feedback

To really improve your writing style and substantive analysis using feedback, you need to be getting quality feedback. Quality feedback will point out what you’re doing well and what you’re missing, and will also give you specific suggestions on how to improve some of your weaker areas. Most commercial bar prep courses now provide feedback on practice essays, and their graders are generally knowledgeable and experienced at providing quality feedback. If you’re signed up with a bar prep course, be sure to take advantage of this resource. If you’re not signed up with a bar prep course or your course doesn’t offer feedback, seek out an experienced bar exam tutor . Bar exam essays are a unique writing challenge, so you’ll want the person providing you the feedback to be familiar with the expectations of your state’s bar exam.

How to Use Feedback to Improve Your Performance

Once you’ve gotten some feedback on a practice essay question, you’ll want to use the comments to make positive changes for the next practice question, and then eventually the bar exam. As you’re receiving feedback and reviewing it, keep the following tips in mind to help you make the most of it.

• Don’t take it personal – The feedback is evaluating your answer, not you as a person. So don’t take it personal and try not to get defensive. Some of the feedback may seem harsh or overly critical, but try to remember that this is all part of a process designed to help you pass the exam. Ultimately, it’s better to get that criticism on a practice essay where you can correct your mistakes than on the actual bar exam.
• Submit multiple answers for feedback – Improving your performance on the essay portions of the exam is a multi-step process. You can’t expect to make significant progress by submitting one practice question for some feedback a couple weeks before the test. Instead, plan on submitting a question each week for several weeks so that you can make incremental changes based on the feedback you receive and get plenty of practice employing the recommendations the grader gives you.
• Take the practice essays under exam like conditions – It’s fine to give yourself a few extra minutes or even glance at an outline during the first practice essay you write, but otherwise all your practice essays should be taken under exam like conditions. That means you should stick to the time limits, complete them closed book, and write out complete answers. Remember, the goal is to improve your performance on the actual test. The only way to know whether you can write a passing answer is practice with the same time and resource restrictions. The feedback you receive for answers written under exam like conditions will be more useful, because your answer will more accurately reflect the strengths and weaknesses you’ll be grappling with on the actual exam.
• Try a re-write – After you received your feedback and had time to process it, try re-writing your answer based on the comments. Re-writing your answer will give you practice making the changes suggested by the feedback and help solidify those new skills.
• Pick 1 or 2 things to work on – Trying to make several changes at once is difficult and often results in failing to fully change anything at all. So instead of focusing on every comment the grader provided in their feedback, pick one or two of the most important comments and focus on improving those areas in the next practice question. Once you’ve made improvements in those areas, you can focus on the next set of skills that you need to work on.

What to Do With Negative Feedback

Quality feedback can help you make major improvements on the written portions of the bar exam, so you want to take it seriously, but you also don’t want to get discouraged by negative feedback. Try to remember that graders for practice essays are often using very rigid model answers or rubrics to evaluate answers. Sometimes these grading systems don’t leave a lot of room to award points to good answers that approached a question in a different way. So while it’s important to take the feedback seriously and make changes based on the comments, it’s also important to remember that there is no one way to write a passing essay answer. Don’t get discouraged if you’re getting negative feedback or if your answer varies somewhat from the model answer. You can usually approach a question in different ways and still write a passing answer, so long as you have the basic qualities that all good answers have: organization, issue spotting, accurate rule statements, and factual analysis.

Did you find this post helpful? Check out some other great articles:

• Don’t Do This on Your Bar Exam Essays
• Advice From a Bar Grader: Tips to Maximize Your Essay Score
• How to Approach a Uniform Bar Exam Subject Essay (MEE)
• Don’t Forget the Basics on the Bar Exam Essays

Photo credit:  Shutterstock

Ready to pass the bar exam? Get the support and accountability you need with personalized one-on-one bar exam tutoring or one of our economical courses and workshops . We’re here to help!

About Jennifer Warren

Jennifer received her B.A. in Politics cum laude from New York University and her J.D. with highest distinction from the University of Oklahoma College of Law. She has several years of experience in the areas of juvenile law and civil litigation and is the Academic Achievement Coordinator at Oklahoma City University School of Law.

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How to Write a Feedback Essay

• Sep 26, 2008
• Academic Writing

The purpose of a feedback essay is to let a person know how well they did something . This could be written in response to another essay, to a performance, or to an interview. Basically, a feedback essay is a way for the writer to criticize how well a person has done something. This will often include both strengths and weaknesses of whatever is being evaluated . For example, if the writer is giving feedback about an essay that was written it would be a good idea to include how strong the thesis was or how well the various paragraphs supported the thesis or proved the point. A feedback essay might also call for the writer to make suggestions about how things can be improved. This goes one step further than simply pointing out the weak points, but rather offers suggestions for the person being evaluated.

The first step in writing a feedback essay is to be familiar with the thing that is being evaluated . If it is a performance or an interview, the writer must experience it in order to be able to give quality feedback. If it is an essay, the writer must read it and analyze its strengths and weaknesses in both a technical and thematic way. It is important for the reader to be very familiar with the material in order to give a sufficient reaction . Next is to outline the strengths and weaknesses of the material that is being evaluated . It is best to be very specific and include plenty of details. This will help the reader to know exactly what the reader is referring to. If the situation requires, this is when the writer will also provide suggestions on how to improve.

Template of a feedback essay

Introduction.

• Give information about what is being evaluated
• Present general analysis of strengths and weaknesses
• Provide specific details about what was strong and what was weak
• Give feedback as to how to improve
• Reiterate strengths and weaknesses

If you struggle with college essay writing, Personal Writer is here to help. Our expert writers will produce custom-written, completely original, and high-quality essays and research papers for an affordable price. Contact us with an inquiry. 

More articles on essay writing from Personal-Writer.com

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Frequently asked questions

Whom should i ask for feedback on my college essay.

Teachers and guidance counselors can help you check your language, tone, and content . Ask for their help at least one to two months before the submission deadline, as many other students will also want their help.

Friends and family are a good resource to check for authenticity. It’s best to seek help from family members with a strong writing or English educational background, or from older siblings and cousins who have been through the college admissions process.

If possible, get help from an essay coach or editor ; they’ll have specialized knowledge of college admissions essays and be able to give objective expert feedback.

Frequently asked questions: College admissions essays

When writing your Common App essay , choose a prompt that sparks your interest and that you can connect to a unique personal story.

No matter which prompt you choose, admissions officers are more interested in your ability to demonstrate personal development , insight, or motivation for a certain area of study.

The Common App essay is your primary writing sample within the Common Application, a college application portal accepted by more than 900 schools. All your prospective schools that accept the Common App will read this essay to understand your character, background, and value as a potential student.

Since this essay is read by many colleges, avoid mentioning any college names or programs; instead, save tailored answers for the supplementary school-specific essays within the Common App.

Most importantly, your essay should be about you , not another person or thing. An insightful college admissions essay requires deep self-reflection, authenticity, and a balance between confidence and vulnerability.

Your essay shouldn’t be a résumé of your experiences but instead should tell a story that demonstrates your most important values and qualities.

When revising your college essay , first check for big-picture issues regarding your message and content. Then, check for flow, tone, style , and clarity. Finally, focus on eliminating grammar and punctuation errors .

If your college essay goes over the word count limit , cut any sentences with tangents or irrelevant details. Delete unnecessary words that clutter your essay.

If you’re struggling to reach the word count for your college essay, add vivid personal stories or share your feelings and insight to give your essay more depth and authenticity.

If you’ve got to write your college essay fast , don’t panic. First, set yourself deadlines: you should spend about 10% of your remaining time on brainstorming, 10% on outlining, 40% writing, 30% revising, and 10% taking breaks in between stages.

Second, brainstorm stories and values based on your essay prompt.

Third, outline your essay based on the montage or narrative essay structure .

Fourth, write specific, personal, and unique stories that would be hard for other students to replicate.

Fifth, revise your essay and make sure it’s clearly written.

Last, if possible, get feedback from an essay coach . Scribbr essay editors can help you revise your essay in 12 hours or less.

Avoid swearing in a college essay , since admissions officers’ opinions of profanity will vary. In some cases, it might be okay to use a vulgar word, such as in dialogue or quotes that make an important point in your essay. However, it’s safest to try to make the same point without swearing.

If you have bad grades on your transcript, you may want to use your college admissions essay to explain the challenging circumstances that led to them. Make sure to avoid dwelling on the negative aspects and highlight how you overcame the situation or learned an important lesson.

However, some college applications offer an additional information section where you can explain your bad grades, allowing you to choose another meaningful topic for your college essay.

Here’s a brief list of college essay topics that may be considered cliché:

• Extracurriculars, especially sports
• Role models
• Dealing with a personal tragedy or death in the family
• Struggling with new life situations (immigrant stories, moving homes, parents’ divorce)
• Becoming a better person after community service, traveling, or summer camp
• Overcoming a difficult class
• Using a common object as an extended metaphor

It’s easier to write a standout essay with a unique topic. However, it’s possible to make a common topic compelling with interesting story arcs, uncommon connections, and an advanced writing style.

Yes. The college application essay is less formal than other academic writing —though of course it’s not mandatory to use contractions in your essay.

In a college essay , you can be creative with your language . When writing about the past, you can use the present tense to make the reader feel as if they were there in the moment with you. But make sure to maintain consistency and when in doubt, default to the correct verb tense according to the time you’re writing about.

The college admissions essay gives admissions officers a different perspective on you beyond your academic achievements, test scores, and extracurriculars. It’s your chance to stand out from other applicants with similar academic profiles by telling a unique, personal, and specific story.

Use a standard font such as Times New Roman or Arial to avoid distracting the reader from your college essay’s content.

A college application essay is less formal than most academic writing . Instead of citing sources formally with in-text citations and a reference list, you can cite them informally in your text.

For example, “In her research paper on genetics, Quinn Roberts explores …”

There is no set number of paragraphs in a college admissions essay . College admissions essays can diverge from the traditional five-paragraph essay structure that you learned in English class. Just make sure to stay under the specified word count .

Most topics are acceptable for college essays if you can use them to demonstrate personal growth or a lesson learned. However, there are a few difficult topics for college essays that should be avoided. Avoid topics that are:

• Overly personal (e.g. graphic details of illness or injury, romantic or sexual relationships)
• Not personal enough (e.g. broad solutions to world problems, inspiring people or things)
• Too negative (e.g. an in-depth look at your flaws, put-downs of others, criticizing the need for a college essay)
• Too boring (e.g. a resume of your academic achievements and extracurriculars)
• Inappropriate for a college essay (e.g. illegal activities, offensive humor, false accounts of yourself, bragging about privilege)

To write an effective diversity essay , include vulnerable, authentic stories about your unique identity, background, or perspective. Provide insight into how your lived experience has influenced your outlook, activities, and goals. If relevant, you should also mention how your background has led you to apply for this university and why you’re a good fit.

Many universities believe a student body composed of different perspectives, beliefs, identities, and backgrounds will enhance the campus learning and community experience.

Admissions officers are interested in hearing about how your unique background, identity, beliefs, culture, or characteristics will enrich the campus community, which is why they assign a diversity essay .

In addition to your main college essay , some schools and scholarships may ask for a supplementary essay focused on an aspect of your identity or background. This is sometimes called a diversity essay .

You can use humor in a college essay , but carefully consider its purpose and use it wisely. An effective use of humor involves unexpected, keen observations of the everyday, or speaks to a deeper theme. Humor shouldn’t be the main focus of the essay, but rather a tool to improve your storytelling.

Get a second opinion from a teacher, counselor, or essay coach on whether your essay’s humor is appropriate.

Though admissions officers are interested in hearing your story, they’re also interested in how you tell it. An exceptionally written essay will differentiate you from other applicants, meaning that admissions officers will spend more time reading it.

You can use literary devices to catch your reader’s attention and enrich your storytelling; however, focus on using just a few devices well, rather than trying to use as many as possible.

To decide on a good college essay topic , spend time thoughtfully answering brainstorming questions. If you still have trouble identifying topics, try the following two strategies:

• Identify your qualities → Brainstorm stories that demonstrate these qualities
• Identify memorable stories → Connect your qualities to these stories

You can also ask family, friends, or mentors to help you brainstorm topics, give feedback on your potential essay topics, or recall key stories that showcase your qualities.

Yes—admissions officers don’t expect everyone to have a totally unique college essay topic . But you must differentiate your essay from others by having a surprising story arc, an interesting insight, and/or an advanced writing style .

There are no foolproof college essay topics —whatever your topic, the key is to write about it effectively. However, a good topic

• Is meaningful, specific, and personal to you
• Focuses on you and your experiences
• Reveals something beyond your test scores, grades, and extracurriculars
• Is creative and original

Unlike a five-paragraph essay, your admissions essay should not end by summarizing the points you’ve already made. It’s better to be creative and aim for a strong final impression.

You should also avoid stating the obvious (for example, saying that you hope to be accepted).

There are a few strategies you can use for a memorable ending to your college essay :

• Return to the beginning with a “full circle” structure
• Reveal the main point or insight in your story
• Look to the future
• End on an action

The best technique will depend on your topic choice, essay outline, and writing style. You can write several endings using different techniques to see which works best.

College deadlines vary depending on the schools you’re applying to and your application plan:

• For early action applications and the first round of early decision applications, the deadline is on November 1 or 15. Decisions are released by mid-December.
• For the second round of early decision applications, the deadline is January 1 or 15. Decisions are released in January or February.
• Regular decision deadlines usually fall between late November and mid-March, and decisions are released in March or April.
• Rolling admission deadlines run from July to April, and decisions are released around four to eight weeks after submission.

Depending on your prospective schools’ requirements, you may need to submit scores for the SAT or ACT as part of your college application .

Some schools now no longer require students to submit test scores; however, you should still take the SAT or ACT and aim to get a high score to strengthen your application package.

Aim to take the SAT or ACT in the spring of your junior year to give yourself enough time to retake it in the fall of your senior year if necessary.

Apply early for federal student aid and application fee waivers. You can also look for scholarships from schools, corporations, and charitable foundations.

To maximize your options, you should aim to apply to about eight schools:

• Two reach schools that might be difficult to get into
• Four match schools that you have a good chance of getting into
• Two safety schools that you feel confident you’ll get into

The college admissions essay accounts for roughly 25% of the weight of your application .

At highly selective schools, there are four qualified candidates for every spot. While your academic achievements are important, your college admissions essay can help you stand out from other applicants with similar profiles.

In general, for your college application you will need to submit all of the following:

• Your personal information
• List of extracurriculars and awards
• College application essays
• Transcripts
• Standardized test scores
• Recommendation letters.

Different colleges may have specific requirements, so make sure you check exactly what’s expected in the application guidance.

You should start thinking about your college applications the summer before your junior year to give you sufficient time for college visits, taking standardized tests, applying for financial aid , writing essays, and collecting application material.

Yes, but make sure your essay directly addresses the prompt, respects the word count , and demonstrates the organization’s values.

If you plan ahead, you can save time by writing one scholarship essay for multiple prompts with similar questions. In a scholarship tracker spreadsheet, you can group or color-code overlapping essay prompts; then, write a single essay for multiple scholarships. Sometimes, you can even reuse or adapt your main college essay .

You can start applying for scholarships as early as your junior year. Continue applying throughout your senior year.

Invest time in applying for various scholarships , especially local ones with small dollar amounts, which are likely easier to win and more reflective of your background and interests. It will be easier for you to write an authentic and compelling essay if the scholarship topic is meaningful to you.

You can find scholarships through your school counselor, community network, or an internet search.

A scholarship essay requires you to demonstrate your values and qualities while answering the prompt’s specific question.

After researching the scholarship organization, identify a personal experience that embodies its values and exemplifies how you will be a successful student.

A standout college essay has several key ingredients:

• A unique, personally meaningful topic
• A memorable introduction with vivid imagery or an intriguing hook
• Specific stories and language that show instead of telling
• Vulnerability that’s authentic but not aimed at soliciting sympathy
• Clear writing in an appropriate style and tone
• A conclusion that offers deep insight or a creative ending

While timelines will differ depending on the student, plan on spending at least 1–3 weeks brainstorming and writing the first draft of your college admissions essay , and at least 2–4 weeks revising across multiple drafts. Don’t forget to save enough time for breaks between each writing and editing stage.

You should already begin thinking about your essay the summer before your senior year so that you have plenty of time to try out different topics and get feedback on what works.

Your college essay accounts for about 25% of your application’s weight. It may be the deciding factor in whether you’re accepted, especially for competitive schools where most applicants have exceptional grades, test scores, and extracurricular track records.

In most cases, quoting other people isn’t a good way to start your college essay . Admissions officers want to hear your thoughts about yourself, and quotes often don’t achieve that. Unless a quote truly adds something important to your essay that it otherwise wouldn’t have, you probably shouldn’t include it.

Cliché openers in a college essay introduction are usually general and applicable to many students and situations. Most successful introductions are specific: they only work for the unique essay that follows.

The key to a strong college essay introduction is not to give too much away. Try to start with a surprising statement or image that raises questions and compels the reader to find out more.

The introduction of your college essay is the first thing admissions officers will read and therefore your most important opportunity to stand out. An excellent introduction will keep admissions officers reading, allowing you to tell them what you want them to know.

You can speed up this process by shortening and smoothing your writing with a paraphrasing tool . After that, you can use the summarizer to shorten it even more.

If you’re struggling to reach the word count for your college essay, add vivid personal stories or share your feelings and insight to give your essay more depth and authenticity.

Most college application portals specify a word count range for your essay, and you should stay within 10% of the upper limit to write a developed and thoughtful essay.

You should aim to stay under the specified word count limit to show you can follow directions and write concisely. However, don’t write too little, as it may seem like you are unwilling or unable to write a detailed and insightful narrative about yourself.

If no word count is specified, we advise keeping your essay between 400 and 600 words.

In your application essay , admissions officers are looking for particular features : they want to see context on your background, positive traits that you could bring to campus, and examples of you demonstrating those qualities.

Colleges want to be able to differentiate students who seem similar on paper. In the college application essay , they’re looking for a way to understand each applicant’s unique personality and experiences.

You don’t need a title for your college admissions essay , but you can include one if you think it adds something important.

Your college essay’s format should be as simple as possible:

• Use a standard, readable font
• Use 1.5 or double spacing
• If attaching a file, save it as a PDF
• Stick to the word count
• Avoid unusual formatting and unnecessary decorative touches

There are no set rules for how to structure a college application essay , but these are two common structures that work:

• A montage structure, a series of vignettes with a common theme.
• A narrative structure, a single story that shows your personal growth or how you overcame a challenge.

Avoid the five-paragraph essay structure that you learned in high school.

Campus visits are always helpful, but if you can’t make it in person, the college website will have plenty of information for you to explore. You should look through the course catalog and even reach out to current faculty with any questions about the school.

Colleges set a “Why this college?” essay because they want to see that you’ve done your research. You must prove that you know what makes the school unique and can connect that to your own personal goals and academic interests.

Depending on your writing, you may go through several rounds of revision . Make sure to put aside your essay for a little while after each editing stage to return with a fresh perspective.

When revising your college essay , first check for big-picture issues regarding message, flow, tone, style , and clarity. Then, focus on eliminating grammar and punctuation errors.

Include specific, personal details and use your authentic voice to shed a new perspective on a common human experience.

Through specific stories, you can weave your achievements and qualities into your essay so that it doesn’t seem like you’re bragging from a resume.

When writing about yourself , including difficult experiences or failures can be a great way to show vulnerability and authenticity, but be careful not to overshare, and focus on showing how you matured from the experience.

First, spend time reflecting on your core values and character . You can start with these questions:

• What are three words your friends or family would use to describe you, and why would they choose them?
• Whom do you admire most and why?
• What are you most proud of? Ashamed of?

However, you should do a comprehensive brainstorming session to fully understand your values. Also consider how your values and goals match your prospective university’s program and culture. Then, brainstorm stories that illustrate the fit between the two.

In a college application essay , you can occasionally bend grammatical rules if doing so adds value to the storytelling process and the essay maintains clarity.

However, use standard language rules if your stylistic choices would otherwise distract the reader from your overall narrative or could be easily interpreted as unintentional errors.

Write concisely and use the active voice to maintain a quick pace throughout your essay and make sure it’s the right length . Avoid adding definitions unless they provide necessary explanation.

Use first-person “I” statements to speak from your perspective . Use appropriate word choices that show off your vocabulary but don’t sound like you used a thesaurus. Avoid using idioms or cliché expressions by rewriting them in a creative, original way.

If you’re an international student applying to a US college and you’re comfortable using American idioms or cultural references , you can. But instead of potentially using them incorrectly, don’t be afraid to write in detail about yourself within your own culture.

Provide context for any words, customs, or places that an American admissions officer might be unfamiliar with.

College application essays are less formal than other kinds of academic writing . Use a conversational yet respectful tone , as if speaking with a teacher or mentor. Be vulnerable about your feelings, thoughts, and experiences to connect with the reader.

Aim to write in your authentic voice , with a style that sounds natural and genuine. You can be creative with your word choice, but don’t use elaborate vocabulary to impress admissions officers.

Admissions officers use college admissions essays to evaluate your character, writing skills , and ability to self-reflect . The essay is your chance to show what you will add to the academic community.

The college essay may be the deciding factor in your application , especially for competitive schools where most applicants have exceptional grades, test scores, and extracurriculars.

Some colleges also require supplemental essays about specific topics, such as why you chose that specific college . Scholarship essays are often required to obtain financial aid .

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MacKenzie Scott donates $640 million, more than doubling her planned gifts to nonprofit applicants

FILE - Billionaire philanthropist MacKenzie Scott arrives at the Vanity Fair Oscar Party, March 4, 2018, in Beverly Hills, Calif. Scott announced Tuesday, March 19, 2024 she would give $640 million to more than 360 organizations in response to an application process she launched last year. The award is more than double the amount that she initially promised in an “open call” for applications. (Photo by Evan Agostini/Invision/AP, File)

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Billionaire philanthropist and author MacKenzie Scott announced Tuesday she is giving $640 million to 361 small nonprofits that responded to an open call for applications.

Yield Giving’s first round of donations is more than double what Scott had initially pledged to give away through the application process. Since she began giving away billions in 2019 , Scott and her team have researched and selected organizations without an application process and provided them with large, unrestricted gifts.

In a brief note on her website, Scott wrote she was grateful to Lever for Change, the organization that managed the open call, and the evaluators for “their roles in creating this pathway to support for people working to improve access to foundational resources in their communities. They are vital agents of change.”

The increase in both the award amount and the number of organizations who were selected is “a pleasant surprise,” said Elisha Smith Arrillaga, vice president at The Center for Effective Philanthropy. She is interested to learn more about the applicants’ experience of the process and whether Scott continues to use this process going forward.

Some 6,353 nonprofits applied to the $1 million grants when applications opened.

“The donor team decided to expand the awardee pool and the award amount,” said Lever for Change, which specializes in running philanthropic prize awards.

The 279 nonprofits that received top scores from an external review panel were awarded $2 million, while 82 organizations in a second tier received $1 million each.

Competitions like Scott’s open call can help organizations who do not have connections with a specific funder get considered, said Renee Karibi-Whyte, senior vice president, Rockefeller Philanthropy Advisors.

“One of the best things about prize philanthropy is that it surfaces people and organizations and institutions that otherwise wouldn’t have access to the people in the power centers and the funding,” she said. Her organization also advises funders who run competitive grants or philanthropic prize competitions to phase the application to diminish the burden of applying on any organization that is eliminated early.

Megan Peterson, executive director of the Minnesota-based nonprofit, Gender Justice, said the application was a rare opportunity to get noticed by Scott.

“Having seen the types of work that she has supported in the past, we did feel like, ‘Oh, if only she knew that we were out here racking up wins,’” said Peterson.

Her organization has won lawsuits recently around access to emergency contraception and the rights of trans youth to play sports. They plan to use the funds to expand their work into North Dakota. Peterson said the funds must be used for tax exempt purposes but otherwise come with no restrictions or reporting requirements — just like Scott’s previous grants.

“I think she’s really helping to set a new path for philanthropy broadly, which is with that philosophy of: Find people doing good work and give them resources and then get out of the way,” Peterson said of Scott. “I am grateful for not just the support individually, but the way in which I think she is having an impact on philanthropy broadly.”

The open call asked for applications from nonprofits who are community-led with missions “to advance the voices and opportunities of individuals and families of meager or modest means,” Yield Giving said on its website. Only nonprofits with annual budgets between $1 and $5 million were eligible to apply.

The awardees were selected through a multilayer process, where applicants scored fellow applicants and then the top organizations were reviewed by a panel of outside experts.

Scott has given away $16.5 billion from the fortune she came into after divorcing Amazon founder Jeff Bezos. Initially, she publicized the gifts in online blog posts, sometimes naming the organizations and sometimes not. She launched a database of her giving in December 2022, under the name Yield Giving.

In an essay reflecting on the website , she wrote, “Information from other people – other givers, my team, the nonprofit teams I’ve been giving to – has been enormously helpful to me. If more information about these gifts can be helpful to anyone, I want to share it.”

Smith Arrillaga, of CEP, said it was important that Scott is, “continuing to honor her commitment in terms of giving away her wealth, even though she’s thinking, changing and tweaking the ‘how’ of how it’s done and she’s still trying to go with the spirit of what she committed to.”

Associated Press coverage of philanthropy and nonprofits receives support through the AP’s collaboration with The Conversation US, with funding from Lilly Endowment Inc. The AP is solely responsible for this content. For all of AP’s philanthropy coverage, visit https://apnews.com/hub/philanthropy .