Teacher feedback on student drafts

• Main Author: Matwick, Keri
• Other Authors: School of Humanities
• Format: Working Paper
• Language: English
• Published: Nanyang Technological University 2021
• Subjects: Humanities::Language
• Online Access: https://hdl.handle.net/10356/152340
• Institution: Nanyang Technological University

A shared concern and priority of writing instructors is giving feedback to students on their papers. Feedback on final papers is standard and expected, but studies show that feedback on works in progress, or drafts, may be most beneficial. Risks are lower, so students are more open to criticism; incentives are higher, as students have a reason to revise and implement the suggestions in the final paper. Providing feedback at an individual level provides personalized attention and is one of the most impacting form of feedback. Teachers can use comments to critique, motivate, and instruct their students, but the most effective way is less clear.