[Layout Image: No Content]
Gallaudet Univeristy
Decorative Graphic: No content.

Feedback

Giving Feedback:
Peer Listener's/Reader's Role

General guidelines:

  • be positive; be gentle; be specific; don't "overload" the author
  • listen/read attentively
  • say something positive first
  • ask questions about anything that is not clear
  • ask questions if details are not enough
  • use "I statements":
    I would like to know more about what happened when....
    I am not sure what this means ....
    I would like to know more details about....
    I think I'd enjoy this more if you'd SHOW your anger not just tell me about it...
  • avoid using "you should" statements:
    NO: You should add more details...
    YES: It would be interesting to know more details about....
    NO: You should show, not tell.
    YES: Can you show in descriptive words or action words that you were so angry?

Getting Feedback:
Author's Role

General guidelines:

  • ask specific questions to get specific responses;
  • say "Thank you" to end the feedback session and show that you have enough feedback to go ahead with your revision
  • guide your listener/reader by asking him/her to focus on something specific:
    Do you like my lead?
    What part of my story did you like best? Why?
    Did I put in enough details?
    Does my dialogue sound real?
  • ask questions for specific responses:
    Why do you like that part of my story?
    Why don't you like the part about.... ?

NOTE: The peer responses are only suggestions. The author has the choice to accept and use them, or not.

Teacher Prompts for In-Process Writing
Suggested questions the teacher should ask during conferences or in writing journals:

  • How's your piece coming?
  • What are your concerns about this piece right now?
  • What do you like best about this piece right now?
  • What class activities are helping you with this piece?
  • What will you do next with this piece? Why? How?

Developed by Lillian M. Tompkins
Gallaudet University