Giving and receiving feedback is an essential contributor to the process of learning to write. Yet for teachers it can be a chore and for our students it can be a ‘downer’. How can we manage feedback efficiently, yet also engage our students in taking advantage of feedback? In this presentation, based on an action research project, I will advocate a dialogic approach that draws students into thinking critically about their writing, both in terms of content and the language they are using to express that content, while also maintaining their enthusiasm. Hopefully, the presentation will inspire you to undertake similar action research into your own use of feedback in the teaching of writing.
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