Why I don’t call my responses ‘feedback’ and how they connect to revision-oriented supervision of student writing.

Explains the specific structural elements of my responses and their function, together with an elaboration of the appreciative rhetoric that makes it effective.

The main reason why I use this method is that it effectively improves student writing in the short term and can create incredibly rewarding scholarly relationships in the long term.

Nothing shows the concept better than actual responses to student writing. Here I have selected a small number of examples with added highlighting of the structural components.

Appreciative responses are not more time consuming than other forms of feedback, if the lecturer sets certain priorities.