What’s That Supposed to Mean? Using Feedback on Your Writing by Jillian Grauman
When coming up with feedback, it can be challenging for both the reader and writer. Oftentimes, feedback can be misunderstood, received as a little harsh, or even too vague. Feedback can be a hit or miss for the writer’s confidence and inspiration. Something I know too well. After finishing a piece of writing, my mind ends up being a little clouded with the thought that I just wrote the paper of the century. Until I receive the feedback. A good reality check that I am not the next Shakespeare. Other times, the feedback from peers or professors would be a question mark. I can not understand what they are confused about, which makes sense because my writing makes sense to me. I understand what I am trying to say, I can not expect others would be able to do the same.
This brings up the topic mentioned in the article, “think metacognitively”. Essentially, it is to “think about your own thinking”. The writer being able to understand what they want to write is important, being able to organize the thoughts into words. With a writing that is eligible, the easier it would be to receive feedback. The writer would not be able to get input from others if they can not understand the writing in the first place.
However, before we get to the feedback, the writer has to be open to mistakes and change. The article mentions a “fixed mindset” and a “growth mindset”. When it comes to a “fixed mindset”, it is the stubbornness within the writer. That their writing is theirs only, something unchangeable because it is a part of them and not an extension. When in reality, writing is always changing and expanding. Hence, the “growth mindset”. The idea of being open to making mistakes and learning. This was something I had to learn and apply to myself as well.
With feedback, they can be divided into two groups; forms and content. Feedback forms are feedback placed in specific locations on the writing. It can be next to a particular paragraph, or at the top or bottom of the page. This alerts the writer where in their writing they should look at again, either at the full concept of their work or a specific chunk of it. With feedback content, there are four parts. Judge, coach, react, and an extra category. First is “Judge”, which is responding on how well the writing is doing. If the writing is reaching its goal. Second is “Coach”, which is offering suggestions that could potentially help improve the writing. Third is “React”, explain the understanding of the writing and include reaction. When giving a reaction feedback, this allows the writer to see if their writing is understood the way they wanted to by the reader. With the “extra category”, any feedback that is difficult to understand or vague can be placed there. With these types of unsure or unclear feedback, it’s best for the writer and reader to communicate to clear up any misunderstandings.
This all ties to the final decision. If the writer goes through with the feedback and makes certain changes in the writing, or if they keep it the same. While the feedback is there to help improve, it can collide with what the writer is trying to convey. I have encountered this issue before, where I may receive a certain feedback and it might take away a point I wanted to include and keep. It was about finding that balance of how much I wanted my writing to change and what parts I wanted to stay the same.
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