57 Giving and Receiving Feedback
In many writing classes, students are expected to learn how to give feedback to their peers. This task is usually called peer review, a concept you will also learn about when you begin to use academic research. At first, this may seem intimidating. Writers may think, “I’m not a teacher–how can I give useful feedback to another writer?” What writers CAN do is give their peers an honest reaction as a reader and give advice based on their own experience. It is ultimately up to the writer to decide if they want to make sure of the feedback given. If you feel unsure of your ability to give feedback, remember that you are learning from the process. In a class, the other students will also receive feedback from the instructor.
This understanding may also help students who don’t feel that other students are qualified to give feedback. If you feel that the advice given to you by a peer isn’t right, you can choose to ignore it or decide to check with your instructor first. Remember that your peers are learning how to give feedback, just as you are.
Giving feedback on writing is a powerful skill that you may use outside of school for work projects, for personal writing, or even to help your children with their homework.
Giving Peer Feedback
When your role in peer review is to give feedback, your job is to help the writer by giving your reaction as a reader to the writing. Think about the kind of feedback you would like to get and also how you would like that feedback to be given. What follows here are some basic rules to follow for responding to someone else’s writing.
First, listen to the writer. What kind of feedback are they asking for? Do they want to know if their thesis is clear? Do they have questions about citing sources? Make a note about what kind of feedback the writer has requested and keep that in mind as you respond.
Be kind. When you are receiving criticism, isn’t it easier to hear if the person giving the criticism is kind and respectful to you? Do the same for your peer.
Comment on the higher order concerns first. That means asking questions about anything that confuses you, checking to see if the writing did what the assignment called for, and considering if the order of the paper makes sense. Sometimes your instructor will give you specific things they want you to comment on; if so, be sure you do so.
Use “I” statements to help stay focused on your reaction to the writing. For example, instead of saying, “You aren’t clear in this paragraph,” try saying, “I’m confused in this paragraph. Did you mean X or Y?”
Be specific. Never say “I liked it” or “It was good” unless you follow up with an explanation of exactly what you liked or thought was good. The same goes for criticism; say exactly what confused you or what was missing.
Ask questions. Use questions to clarify what the writer means, what the resources given are saying, and what the writer is trying to do.
Offer advice based on your own experience. For example, you could say “if this were my paper, the two things I would do next are A and B.” Provide options such as, “If you wanted to expand this, you could do A, B, or C.”
Don’t try to make the writer sound like you. If a word is the wrong word, note that, but if you just think of a word you like better, that’s just a matter of style and voice.
Don’t edit your peer’s writing for them. Only comment on editing when the writing is a final draft or when your instructor has included checking for errors in the instructions for peer review. Correcting errors is important at some point, but it makes no sense to spend time editing a paragraph if that paragraph may needs to be deleted or changed. It’s okay to remind the writer to run spell check and grammar check if you notice minor errors. Otherwise, only ask about editing errors if you have trouble understanding the sentence because of the mistakes. If your instructor does want you to comment on editing, be sure to follow the instructions. Remember that the responsibility for correcting the errors lies with the writer, not with you.
When providing peer feedback, it can be helpful to have an understanding of higher order and lower order concerns. See “Higher vs. Lower Order Concerns” in the “Revising” section to learn more.
Make the Most of Peer Feedback
Now let’s consider your role in receiving feedback, not giving it. Are you eager to get feedback? Scared to share your work? If you are receiving feedback from your peers, remember that ultimately you get to decide what feedback to accept. If you don’t think the feedback is correct, ask your instructor what they think. And give your peers a break; they are also just learning how to give feedback.
One way to improve the feedback you get is to ask for the kind of feedback you want. Don’t be afraid to give your peer reviewer some direction.
Listen to or read the feedback with an open mind. Consider that the peer reviewer is your reader. It’s good to know what a real reader got out of your writing.
If you aren’t sure about the feedback or feel upset about it, reconsider the suggestions after a break. It’s okay to say, “I’ll think about that.” If you feel that the reviewer is trying to change your style so that the paper doesn’t sound like you anymore, consider whether the feedback helps you make the paper better. If not, feel free to set that feedback aside.
Why Meet with a Writing Tutor?
Sometimes your instructor may ask you to visit the Writing Center, or it may even be a requirement for your class. Or you may just be curious about what a writing tutor has to offer. Many colleges have writing centers or subscribe to online services that provide tutoring in writing. What’s the benefit?
Writing tutors offer you another perspective on your writing. They serve as a real audience for your words and ideas. In addition to that, they have some additional expertise either because they are more experienced writers or they are writing instructors. Writing tutors also have experience with resources for writing that you may not be aware of.
Preparing to Meet with a Tutor
To prepare for a Writing Center session, print your paper out and consider printing a second copy to make it easier for both you and the tutor to read along at the same time. Be ready to take notes and listen carefully. It’s helpful if you bring the assignment or have access to it online. Your tutor will spend a few minutes in the beginning of the session figuring out what you are writing, what the requirements are, and when your work is due. They may ask what you have already done to improve the writing, and they will almost always ask you what you would like help with.
Keep in mind that your tutor will want to focus on a few important things rather than try to catch every little thing in your paper. Tutors won’t edit your paper for you, but they can help you learn how to edit your own work better. Don’t be surprised if your tutor shows you how to use a writing resource such as a handbook or the Purdue OWL online; part of the tutor’s job is to help you learn to navigate resources on your own, so that you eventually have the same tools as the tutor.
At the end of a session, the tutor will probably ask you what you plan to do next with your writing. That’s how they check to see that you got what you needed from the session and that you understood the advice given. After you revise your writing, you may want to schedule another tutoring session to work on additional aspects of the assignment.
What about Getting Help from a Friend or Family Member?
Getting feedback from a reader outside of your class can sometimes be a good idea. If you want to ask a friend or family member for feedback, set some ground rules. They should follow the same rules as a peer reviewer. At the very least, asking a friend or family member to read your paper aloud will help you hear how your paper sounds. You will probably catch more errors, too.
Preparing for a Student/Teacher Conference
Getting in-person help from your instructor is one of the best ways to receive feedback. You can prepare for a conference with your instructor so that you get the most out of it. Usually, a conference happens with just you and your instructor. Friends aren’t invited, and parents can only attend with your permission due to the Family Educational Rights to Privacy Act (FERPA). See this handy link to “FERPA General Guidance for Students” from the US Department of Education (found at www2.ed.gov).
Bring your best work to the conference. The more effort you have already made means that the instructor won’t waste time telling you things you already know you need to fix. Re-read your work before the conference and prepare some questions. What do you think is working? What do you need help with? During the conference, take notes. If the instructor writes anything down, ask if you can take their notes with you. At the end of the conference, work with your instructor on an action plan to revise your work.
