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Giving and Receiving Feedback_EXP


How do authors collaborate to improve their writing?
Give and receive feedback that is focused and constructive, and that will help the author improve their draft.


Time To Complete 

1 Day

Common Core Standards 

  • CCRA.SL.1
  • CCRA.SL.3
  • CCRA.W.5

I Can Statements 

  • I can, with some guidance and support from peers and adults, develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (6-8.WHST.5)
  • I will know my use of feedback and revision are of high quality when my draft:
    • Incorporates feedback from peers and adults
    • Is edited for content, form, and standards of written language
    • Meets the requirements for the assignment in terms of content, format, and length

Suggestions for Assessing Student Readiness to Move Forward:

  • Confer with students, first asking them to point out specific revisions they made and explain how they incorporated feedback into their work; later, review their drafts for format and correctness.
  • Ask students to use rubrics/checklists to self-assess their work and develop a plan for further revision or editing.


Possible Activities 
  1. Have students read each other’s drafts using a peer-revision checklist (see resources below) and provide feedback to the author. A time-efficient way to do this is to upload drafts to a class website and have students leave comments to the author as an out-of-class assignment. 

  2. Create a sheet that allows students to ask specific questions for feedback to multiple revision partners. 

  3. After reviewing drafts you may want to order a specific set of mini-lessons based on student need. These mini-lessons can then become part of the expectations for revising.


  4. Provide modeling and/or use fishbowl exercises (see resources below) to support students in giving constructive and considerate feedback.

Downloadable Resources 
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