In the reading What’s That Supposed to Mean? Using Feedback on Your Writing by Jillian Grauman, I looked at giving feedback in a different light. I just realized that providing feedback to students was challenging for instructors. I thought that it would just come easy to them. Aside from that, it is also difficult for students to consider the feedback and learn from it. The purpose of giving feedback is to help the writer become a better writer.
Interestingly, there are different forms of feedback. Whether that is verbal feedback or when the instructor gives you advice on your writing with their words. Then there is the known version, marking up the paper and adding notes on it so that the writer knows exactly where you might have gone wrong and how to learn from it. Sometimes, feedback can be confusing or not very helpful. That is why it is essential to be clear with your comments and make sure they make sense.
I also wanted to point out a line in the reading that stuck out to me. “But it’s likely that at least some of the time, you looked through your feedback and felt confused. And it’s also likely that at some point the feedback you received hurt your feelings.” Again, sometimes, if the feedback isn’t clear, then it can be hard to understand. But the last sentence states that sometimes feedback can be hurtful or sometimes hurt your feelings; I can relate to that.
In my English class in high school, I wrote a paper, and it was an excellent paper. It was so great that my teacher accused me of not writing it, and he told me that I couldn’t write a paper like that. As a writer, that can be damaging, but it never made me stop writing. Feedback is critical in the writing community, but it must be done correctly.
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