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    Receiving feedback on your assignment

    When an assignment is returned to you, take time to read the feedback and consider
    which parts of the assignment were done well and which parts could be improved
    upon. Of course, the mark you get for an assignment is in itself part of the feedback.
    It provides a reference point and signals the overall standard you have achieved.
    However, often comments made by the lecturer actually tell you more about the
    strengths and weaknesses of your work.
    You should use this information to improve your writing for the next assignment.
    Even if your assignment has not received a good mark, any constructive comments
    made by your lecturer should help you to decide which aspects need improvement
    and how this might be achieved.
    Useful feedback should:
    • be linked to the assessment criteria
    • provide constructive comments
    • advise you about any additional help you may need.
    There are different ways of assessing work and lecturers use different types of
    feedback. In some cases, lecturers may give each student a mark, and provide
    only general feedback about the entire class's assignments. This is usually a
    summary of the overall strengths and weaknesses of the assignments.
    Many lecturers do try to give students individual feedback, so that students can
    learn from it and develop a sense of their own progress. If you need to discuss
    the mark you have received, it is appropriate to make an appointment to see your
    lecturer.

    Lecturer expectations
    The table below identifies what lecturers often expect in written assignments.
    Although the lecturer expectations described in Figure 3 (on the previous page)
    are typical, these expectations are variable. Expectations can vary between sub-
    jects, lecturers, and assignments or tasks in the same subject. Some lecturers, too,
    hope or expect that students will be creative, not just conformist, when they write. In
    all cases, it is important to clarify what the lecturer wants.
    Ask for examples of writing that are similar to the task you are completing; get
    feedback before you submit an assignment; and read journals from your area of
    study to get a feel for how experienced authors write.
    Marker comments
    The following table provides examples of the types of comments that markers may
    give on your assignments. Alongside these comments are strategies for developing
    ways to improve your work and references to the relevant chapters of this guide.
    In conclusion…
    Students often find their writing more productive when they view it as a process;
    editing your writing and receiving feedback are two of the last steps in that process.
    Although your most comprehensive editing will most likely occur after you have
    finished composing your assignment, you can also weave smaller editing sessions
    throughout your writing. This involves generating texts by editing them, and then
    revising them to correct and strengthen them – or drafting. Drafting can greatly
    improve the quality of the work you produce.
    You should consider your text on several levels, examining not only sentence
    structure and grammar issues, but also the bigger picture aspects of your writing,
    such as overall text structure and organisation, and content validity.
    The writing process does not end after you submit your assignment for assessment.
    You may not make any more physical changes to the text, but you should pay
    attention to the feedback you receive from your lecturer. Think about ways you
    could apply it to both this assignment and future writing tasks you will encounter.
    Many oral presentations grow out of written assignments, and the feedback you
    receive will help you to fine-tune your work. In Chapter 12, Tutorials, oral presen-
    tations and group work, you will learn about other skills you can use to create oral
    presentations, as well as ways to participate in tutorials and group work.

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