September 2025
It’s a common lament from teachers: you spend hours providing specific and actionable feedback on student assignments and then see the same issues in future submitted work. Did the students even read your comments? In wrestling with this perennial problem, Elizabeth George devised an in-class assignment in which students use her immediate feedback to revise their writing by the end of the class period. As she writes in this issue, she can see the learning process play out in front of her, and she no longer has to wonder if they took her feedback.
Staff
