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I'm Emily Wilson.

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I'm a Doctoral candidate in
the joint program in English and

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Education here at
the University of Michigan.

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My name is Justine Post.

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I'm currently an assistant
professor of Rhetoric and

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Composition at Ohio Northern University.

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I also direct the Writing Center there.

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I think one of the biggest takeaways for
students is that it's okay for

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them to have a range of feelings about the
feedback they receive on their writing.

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We ultimately came to talk about
this as moments of accepting or

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moments of resisting.

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Because we saw in each individual student,
a range of experiences.

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What really mattered for
their growth and

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rating was how they
engaged with the feedback.

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And we came to call this critical
engagement with feedback.

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And what that looks like is, when you
think about broader purposes for your

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writing than just an assignment, broader
audiences than just the instructor.

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When you use the feedback as a springboard
for reflecting on your own writing,

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and then also when you analyze
the feedback and decide what's good and

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what applies, what works for you and
then what doesn't work for your writing.

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But it's going through the process
of making those choices and

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thinking through them critically that
really matters the most for development.

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One of the first things that students
should be aware of is that they do not

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have to address every single comment
that they receive on their writing.

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There'll be times where a comment might
not make sense to a student because also

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that's not at all what I was trying
to accomplish in this moment.

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Instead of just disregarding that comment,
that's an opportunity to think about

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why would a reader in this
moment come to this conclusion?

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What am I doing in my writing
that's preventing them from seeing

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what I'm trying to accomplish?

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How can I develop this section?

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And the more that they're critical of and
really reflecting on why they got certain

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feedback and how they can address the
comments that are of most concern to them,

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that's what's gonna benefit
them the most as writers.

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We refer to that as
an uncritical resistance.

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So you're not really open to receiving
any kind of feedback, and the feedback

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that you do receive, you just tend to
reject without really thinking about it.

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And I would encourage students

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to not necessarily change how
they feel about feedback.

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It's really not possible to change
how you feel about something.

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But really start to change their
view of what feedback is and

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how it's meant to work.

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I think to add to that as well, I would
encourage the student to sit down and

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read the comments.

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A lot of times I think
the reactions to comments can

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also be connected to reaction to grades.

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So if it's a really low grade
you weren't anticipating,

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maybe that's not the moment to
read the comments you received.

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But walk away from it,
give it some time, and

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then force yourself to go back and
read that feedback.

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The more distance you have
from your own writing,

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the more critical you can be of your
own writing, and that might also help

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a student feel more open to
the comments that they've received.

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There are obstacles that
make it more difficult for

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people to engage with feedback.

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And so those obstacles include,
in particular,

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any kind of change or
transition in different spaces.

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So students in our study talked about how
the feedback they received in high school

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was different than the feedback
they received in college.

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You're gonna get different
types of feedback,

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you're gonna get different
amounts of feedback.

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And just being open to adjusting and
adapting to that I think can

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help make the process of engaging with
feedback a little bit more productive.

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In terms of getting different kinds
of feedback across different context,

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we found that students said over and

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over that they felt that
feedback was really subjective.

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Because it changed so
much from one context to the next.

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But across those context,

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what matters in the end is how
you engage with that feedback.