{"id":330,"date":"2019-07-01T19:49:48","date_gmt":"2019-07-01T19:49:48","guid":{"rendered":"https:\/\/pressbooks.library.ryerson.ca\/scholarlywriting\/?post_type=chapter&#038;p=330"},"modified":"2019-10-03T21:55:55","modified_gmt":"2019-10-03T21:55:55","slug":"giving-and-receiving-feedback","status":"publish","type":"chapter","link":"https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/chapter\/giving-and-receiving-feedback\/","title":{"raw":"Giving and Receiving Feedback","rendered":"Giving and Receiving Feedback"},"content":{"raw":"In many writing classes, you will be expected to <strong>give feedback<\/strong> to your peers. This task is usually called <strong>peer review<\/strong>, a concept you learned about in <em>Chapter 3<\/em>. At first, it may seem intimidating \u2013 you may think, \u201cI\u2019m not an instructor! How can I give useful feedback to another student?\u201d Don\u2019t worry \u2013 it\u2019s a learning process. Just give your peers an honest reaction as a reader and provide advice based on your own experience.\r\n\r\n<img src=\"http:\/\/pressbooks.library.ryerson.ca\/scholarlywriting\/wp-content\/uploads\/sites\/64\/2019\/07\/Fig-8.4.jpg\" alt=\"Two students sitting down with one holding a paper and talking\" class=\"alignnone wp-image-1123\" width=\"704\" height=\"584\" \/>\r\n\r\n<strong>Figure 8.4:<\/strong> Providing feedback\r\n<h2>Giving peer feedback<\/h2>\r\nThink about the kind of feedback you would like to get and <strong>how <\/strong>you would like it to be given. Here are some basic rules for responding to someone else\u2019s writing.\r\n<ul>\r\n \t<li>First, listen to the writer: what kind of feedback are they asking for? Do they want to know if their main idea\/thesis is clear? Do they have questions about citing sources? Make a note about what kind of feedback they have requested and keep it in mind as you respond.<\/li>\r\n \t<li>Be kind. It\u2019s easier to take criticism if the person giving it is kind and respectful.<\/li>\r\n \t<li>Comment on important issues first: Did anything confuse you? Did the paper meet the expectations of the assignment? Did the organization of the paper make sense?<\/li>\r\n \t<li>Use <em>I<\/em> statements to help focus on your own reactions: instead of saying, \u201cYou aren\u2019t clear in this paragraph,\u201d try saying, \u201cI\u2019m confused in this paragraph. Did you mean X or Y?\u201d<\/li>\r\n \t<li>Be specific. Never say \u201cI liked it\u201d or \u201cIt was good\u201d unless you follow up with an explanation of exactly what you liked or thought was good. The same goes for criticism; say exactly what confused you or what was missing.<\/li>\r\n \t<li>Ask questions to clarify what the writer means, what the resources given are saying, and what the writer is trying to do.<\/li>\r\n \t<li>Offer advice based on your own experience. For example, \u201cif this were my paper, the two things I would do next are A and B.\u201d<\/li>\r\n \t<li>Don\u2019t try to make the writer sound like you. Tell them if a word is incorrect, but otherwise word preference is just a matter of style and voice.<\/li>\r\n \t<li>Correcting errors is important at some point, but it makes no sense to spend time editing a paragraph if it may be deleted or changed. It\u2019s okay to remind the writer to run spell check and grammar check if you notice minor errors, but otherwise, only ask about errors if they make the meaning unclear.<\/li>\r\n<\/ul>\r\n<h2>Receiving peer feedback<\/h2>\r\nNext, consider your role in receiving feedback. Are you eager to get feedback? Afraid to share your work? Either way, remember that <strong>you get to decide <\/strong>what feedback to accept. If you don\u2019t think the feedback is correct, ask your instructor what they think. You can\u2019t ask your instructor to read sections of your paper, but you can ask specific questions. Make sure you leave ample time to do so.\r\n\r\nIt\u2019s a good idea to ask for the kind of feedback you want. Don\u2019t be afraid to give your peer reviewer some direction. When you receive feedback, listen with an open mind. The peer reviewer is your reader, and it\u2019s helpful to know what an actual reader got out of your writing.\r\n\r\nIf you aren\u2019t sure about the feedback or feel upset about it, take a break. It\u2019s okay to say, \u201cI\u2019ll think about that.\u201d If you feel that the reviewer is trying to change your style so that the paper doesn\u2019t sound like you anymore, consider whether the feedback actually helps you make the paper better. If not, feel free to set the feedback aside.\r\n\r\n&nbsp;\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Student Tip<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n<strong>Consider Your Instructor's Feedback<\/strong>\r\n\r\nClosely review feedback from your instructor. You will keep making the same mistakes unless you think critically about them and make an effort to change. Document the feedback in a journal and refer back to it as you write other papers.\r\n\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n<hr aria-hidden=\"true\" \/>\r\n\r\n<h2 class=\"attribution-notice\">Attribution statement<\/h2>\r\nAdapted, with editorial changes, from:\r\n\r\n<a href=\"https:\/\/openoregon.pressbooks.pub\/wrd\/\">The Word on College Reading and Writing<\/a>\u00a0by\u00a0Carol Burnell, Jaime Wood, Monique Babin, Susan Pesznecker, and Nicole Rosevear, licensed under a\u00a0<a href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">Creative Commons Attribution-NonCommercial 4.0 International License<\/a>, except where otherwise noted. Download for free at: <a href=\"https:\/\/openoregon.pressbooks.pub\/wrd\/\">https:\/\/openoregon.pressbooks.pub\/wrd\/<\/a>","rendered":"<p>In many writing classes, you will be expected to <strong>give feedback<\/strong> to your peers. This task is usually called <strong>peer review<\/strong>, a concept you learned about in <em>Chapter 3<\/em>. At first, it may seem intimidating \u2013 you may think, \u201cI\u2019m not an instructor! How can I give useful feedback to another student?\u201d Don\u2019t worry \u2013 it\u2019s a learning process. Just give your peers an honest reaction as a reader and provide advice based on your own experience.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/pressbooks.library.ryerson.ca\/scholarlywriting\/wp-content\/uploads\/sites\/64\/2019\/07\/Fig-8.4.jpg\" alt=\"Two students sitting down with one holding a paper and talking\" class=\"alignnone wp-image-1123\" width=\"704\" height=\"584\" srcset=\"https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/wp-content\/uploads\/sites\/64\/2019\/07\/Fig-8.4.jpg 1933w, https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/wp-content\/uploads\/sites\/64\/2019\/07\/Fig-8.4-300x249.jpg 300w, https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/wp-content\/uploads\/sites\/64\/2019\/07\/Fig-8.4-768x637.jpg 768w, https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/wp-content\/uploads\/sites\/64\/2019\/07\/Fig-8.4-1024x849.jpg 1024w, https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/wp-content\/uploads\/sites\/64\/2019\/07\/Fig-8.4-65x54.jpg 65w, https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/wp-content\/uploads\/sites\/64\/2019\/07\/Fig-8.4-225x187.jpg 225w, https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/wp-content\/uploads\/sites\/64\/2019\/07\/Fig-8.4-350x290.jpg 350w\" sizes=\"auto, (max-width: 704px) 100vw, 704px\" \/><\/p>\n<p><strong>Figure 8.4:<\/strong> Providing feedback<\/p>\n<h2>Giving peer feedback<\/h2>\n<p>Think about the kind of feedback you would like to get and <strong>how <\/strong>you would like it to be given. Here are some basic rules for responding to someone else\u2019s writing.<\/p>\n<ul>\n<li>First, listen to the writer: what kind of feedback are they asking for? Do they want to know if their main idea\/thesis is clear? Do they have questions about citing sources? Make a note about what kind of feedback they have requested and keep it in mind as you respond.<\/li>\n<li>Be kind. It\u2019s easier to take criticism if the person giving it is kind and respectful.<\/li>\n<li>Comment on important issues first: Did anything confuse you? Did the paper meet the expectations of the assignment? Did the organization of the paper make sense?<\/li>\n<li>Use <em>I<\/em> statements to help focus on your own reactions: instead of saying, \u201cYou aren\u2019t clear in this paragraph,\u201d try saying, \u201cI\u2019m confused in this paragraph. Did you mean X or Y?\u201d<\/li>\n<li>Be specific. Never say \u201cI liked it\u201d or \u201cIt was good\u201d unless you follow up with an explanation of exactly what you liked or thought was good. The same goes for criticism; say exactly what confused you or what was missing.<\/li>\n<li>Ask questions to clarify what the writer means, what the resources given are saying, and what the writer is trying to do.<\/li>\n<li>Offer advice based on your own experience. For example, \u201cif this were my paper, the two things I would do next are A and B.\u201d<\/li>\n<li>Don\u2019t try to make the writer sound like you. Tell them if a word is incorrect, but otherwise word preference is just a matter of style and voice.<\/li>\n<li>Correcting errors is important at some point, but it makes no sense to spend time editing a paragraph if it may be deleted or changed. It\u2019s okay to remind the writer to run spell check and grammar check if you notice minor errors, but otherwise, only ask about errors if they make the meaning unclear.<\/li>\n<\/ul>\n<h2>Receiving peer feedback<\/h2>\n<p>Next, consider your role in receiving feedback. Are you eager to get feedback? Afraid to share your work? Either way, remember that <strong>you get to decide <\/strong>what feedback to accept. If you don\u2019t think the feedback is correct, ask your instructor what they think. You can\u2019t ask your instructor to read sections of your paper, but you can ask specific questions. Make sure you leave ample time to do so.<\/p>\n<p>It\u2019s a good idea to ask for the kind of feedback you want. Don\u2019t be afraid to give your peer reviewer some direction. When you receive feedback, listen with an open mind. The peer reviewer is your reader, and it\u2019s helpful to know what an actual reader got out of your writing.<\/p>\n<p>If you aren\u2019t sure about the feedback or feel upset about it, take a break. It\u2019s okay to say, \u201cI\u2019ll think about that.\u201d If you feel that the reviewer is trying to change your style so that the paper doesn\u2019t sound like you anymore, consider whether the feedback actually helps you make the paper better. If not, feel free to set the feedback aside.<\/p>\n<p>&nbsp;<\/p>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Student Tip<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p><strong>Consider Your Instructor&#8217;s Feedback<\/strong><\/p>\n<p>Closely review feedback from your instructor. You will keep making the same mistakes unless you think critically about them and make an effort to change. Document the feedback in a journal and refer back to it as you write other papers.<\/p>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<hr aria-hidden=\"true\" \/>\n<h2 class=\"attribution-notice\">Attribution statement<\/h2>\n<p>Adapted, with editorial changes, from:<\/p>\n<p><a href=\"https:\/\/openoregon.pressbooks.pub\/wrd\/\">The Word on College Reading and Writing<\/a>\u00a0by\u00a0Carol Burnell, Jaime Wood, Monique Babin, Susan Pesznecker, and Nicole Rosevear, licensed under a\u00a0<a href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">Creative Commons Attribution-NonCommercial 4.0 International License<\/a>, except where otherwise noted. Download for free at: <a href=\"https:\/\/openoregon.pressbooks.pub\/wrd\/\">https:\/\/openoregon.pressbooks.pub\/wrd\/<\/a><\/p>\n","protected":false},"author":34,"menu_order":8,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-330","chapter","type-chapter","status-publish","hentry"],"part":143,"_links":{"self":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/wp-json\/pressbooks\/v2\/chapters\/330","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/wp-json\/wp\/v2\/users\/34"}],"version-history":[{"count":9,"href":"https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/wp-json\/pressbooks\/v2\/chapters\/330\/revisions"}],"predecessor-version":[{"id":1775,"href":"https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/wp-json\/pressbooks\/v2\/chapters\/330\/revisions\/1775"}],"part":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/wp-json\/pressbooks\/v2\/parts\/143"}],"metadata":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/wp-json\/pressbooks\/v2\/chapters\/330\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/wp-json\/wp\/v2\/media?parent=330"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/wp-json\/pressbooks\/v2\/chapter-type?post=330"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/wp-json\/wp\/v2\/contributor?post=330"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/scholarlywriting\/wp-json\/wp\/v2\/license?post=330"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}