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I tend to over-write things...and by that, I mean that I'm not too concise. I've never been good at summing things up- I like to drag things out and go into every little detail. Sometimes that's a good thing, but sometimes it simply weakens my writing. If you are good at cutting things down and being honest about what isn't necessary, your help and feedback in this class would be greatly appreciated.

I had a wonderful English teacher for freshman and then junior english who really mentored me, both as a person and as a writer. Often when we write I think we try to emulate a voice other than our own. She encouraged me not to do that, but instead, to write in my unique way and recognize that no matter what, your writing will not always resinate with everyone. Science, math, and history have concrete rights and wrongs, but writing is subjective. You won't always make everyone happy all the time, and you have to accept that and just try to be proud of what you create.

That being said, I think it's also more than worth it to listen to what other people have to say. The more perspectives you can gain from working with others, the more valuable you are as a writer (you can connect with more people!)

-M.

PS:
I see lots of people on here talking about the importance of tiny details, and I agree! For me, that's what makes or breaks a piece!

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I enjoy quality feedback. To me more is better because I want to get as much info as I can, and then I can make my own judgement. I've had some trouble with intros in my essay writing, and I haven't really done much creative writing.  Another common critique  I get is that I don't elaborate enough. Sometimes I feel like less is more in story telling. I think a lot of exposition is boring and that I should let the reader infer as much as possible.

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My grammar isn't always number one, help a girl out.

But more to the point, I always love positive feedback because that's what's going to keep you smiley and motivated when the harsher feedback comes.

That being said, onto harsher feedback. I'm an honesty is the best policy kind of girl. Politely, tell me when something isn't working and everything will be great! Although I admit I find it hard to accept at first, the times where I've been at my best is when I've been constantly challenged.

Specifically, when editing I'm sort of huge about being able to literally talk it through, which I recognize can be annoying in an online course, but if possible I'd like that for me and for whoever I edit because I think it's the easiest way to be concise and efficient.

Although I love focus on fixing big ideas, DO NOT BE AFRAID TO NITPICK. Nitpicking is what makes me aware of it in future writing. I love it.

Oh, and I think what Kaya said is great! If you can't articulate it in any way that ISN'T broad, that's alright. But if you can be specific that's all the better!

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In my opinion, good feedback is a mixture of opinion and analytical reading. When I have a peer read a piece of my writing, the first thing I want to receive is their opinion. What did they think about the plot? The characters? The flow of the writing? While this might sometimes seem obvious, it can sometimes be over looked. One of the most beneficial parts about getting peer review and feedback on a piece of your writing is getting a taste of the readers like or dislike. You can then alter your writing to reflect their reaction. Secondly comes the analytical piece. While this might come more often from a teacher than a peer, it can help the author see the main themes throughout their writing and change them based on the reader's response. Overall, an honest opinion is the best type of peer review because it allows the author to change their writing to better reflect what the reader wants to read.

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It's already been said a few times, but brutal honesty is always the best policy for me. As many of you probably already know, it's insanely difficult to get out of your own mind when you proofread your writing. I often autocorrect grammar and spelling errors when I read my own writing, and the same sort of phenomenon occurs with other aspects of my writing. For example, the plots of my stories are sometimes a bit murky to the casual reader because I already know the beginning, middle, and end in my mind, so if there's a missing link in the actual writing, it is difficult for me to notice. Thus, it is helpful to have someone else interrupt me periodically and read whatever I've written out loud. This way I can hear my words in someone else's voice, which can be super helpful. That said, criticism and feedback are best when they are specific. If someone reads my story and just tells me they hate it without any explanation, I'm not only more likely to punch them, I also have no idea how to improve the story so that they like it better. If that same person read this response and told me they hated my repeated use of the word "hate" in lieu of more sophisticated vocabulary like "abominate" or "execrate" then I might still feel inclined to punch them, but I'd also be grateful for the specificity of their feedback.

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I think the most helpful and useful feedback that can be given is both critical and informative. I work best when I am told where I need work, but also where I did well and why. I think it is important to give feedback that can still help the person, but not so forceful that it hurts your confidence. Like Abigail said, there should be some balance between the criticism and just commenting and complimenting ones work, since it is always nice to hear. When I ask for feedback from teachers I usually get very broad responses like, "You did really good, but you should probably work on your analysis (or something)". This is not helpful at all. It is nice to know where my weak points are, but it would be so much more helpful if the teacher were to explain how I could improve and why my analysis (or whatnot) is not substantial.

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When I think of what feedback means to me, the one word that comes to mind is honesty. To me, it is really important that whoever is giving me feedback on my work is constructively honest in what they think my work succeeds/fails to do. Whether that be telling me that my work doesn't flow well at all, or that specific parts of my work need editing, I want the truth from my editors. I am very understanding of constructive criticism and I expect that those who read my work have the respect for me as a writer to help me to make my work the best version of itself- even if that means telling it to me straight when I make a mistake, something sounds weird, or things need cleaning up. I agree with Grace in that sugarcoating and beating around the bush is unproductive for me because in order for me to create my best possible work, I need to know what needs to be changed, and a fresh, outside, honest perspective is often times what makes the difference between good and great writing.

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To me, quality feedback needs to be honest. This might seem harsh of me, but I don't like sugarcoating anything or beating around the bush because I feel that I need to definitively understand what went wrong and what went right in my work. When a peer or teacher reads my work, I hope that they will comment on the clarity of my work. I have the tendency to write something that makes complete sense when I read it, but for a person who isn't inside my head, the work is confusing. In addition to just letting me know that something in my work just wasn't quite right, I also hope that they might give me some advice to remedy the issue at hand (but not to the extent that they are telling me exactly what to do). Another thing I might like to ask my peer or teacher, which is related to not wanting my work to be confusing, is how my work made them feel because I would like to know if my work had its intended effect, and if not, then I know what to focus on and what I might need to change.

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I think what I appreciate most from feedback are specific statements of what to change, even if it's just a comment like "this sentence is weird" or "you need a different word here". Guiding questions, though I can understand why they would help someone, don't do anything for me. I would much rather have someone tell me straight that something isn't working than have to figure it out from a vague question. That being said, if a teacher or classmate reads my work and sees a big-picture problem that's hard to articulate in a statement, I would appreciate a guiding question. All in all, as Anna said, I appreciate "tactful honesty".

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Positive or negative feedback can both be useful, depending on what assignment you are working on.  It, also, depends who is giving you the advice.  If you ask two different people to read your paper (for instance), one (a student in your class) criticizing you about small, grammatical “problems” in your essay and the other one (your dad who always checks over your essays because he is good with writing) telling you that it is right and completely understands why you did everything, you are going to listen to the person who told you nothing is wrong.  It wouldn’t only be because of the credibility, but if one person tells you your piece is good and one says it is bad, the mind wants to accept the response of the person who liked it.  Therefore, it is kind of hard to be sure that you are getting good advice.  When I first read over this assignment, I wasn’t completely sure if I had ever received any good criticism for my writing.  When we do peer responses in my school, the people either don’t care enough about the writing to give you any advice or they are your friends and just don’t want to hurt your feelings.  Even though they are trying to be nice, it would be better for them to criticize you so you can understand what you are doing wrong and how to improve.  They, probably, don’t realize that, to be a better friend, they should help the other writer by giving constructive criticism and, by doing so, helping them improve their craft.
What Natalie said about her "complement sandwich" seems like a very helpful and non-hurtful way for people to respond and collaborate on other people's pieces.  That would be helpful for those people who think that they are being nice by not criticizing (or giving any feedback at all besides "that was great"), because it will allow them to not be hurtful while, at the same time, helping the other person to get help that they need and want for their writing.

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A lot of you guys have said honesty... and I totally agree. Obviously if I'm asking for feedback, it's because I want someone else to tell me what they think of whatever I've shown them.
I also hate it when I ask someone what they think of something and they respond with "good!" Though kind, it doesn't give me any information that I can use to improve. What was good? What did you see that worked? What maybe didn't? I want those answers. A lot of time when I ask for feedback, it's because I already think it's good--or at least good enough to share. I don't want to hear that it's good. I want to make it better.
I also like it when people tell me what they would have done. Sometimes I get hyper focused on what I want, and that can be frustrating if it's not working. Even if I don't agree or use what they suggest, it does help to take a step back and realize that there are other solutions.

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When I think of feedback, I automatically think of constructive criticism, which not only criticizes my errors but allows me to know what i've done right and what i've done wrong. Although feedback may be done in many ways, I believe that constructive criticism can come in very helpful, at least for me. Especially when this constructive criticism is done specifically, I feel it makes you aware of your mistakes and your successes. What I expect when a teacher or a student/classmate reviews my work I would expect sincere feedback. I as well would like to hear ideas from them, for example if they think a part of my work doesn't exactly fit in, I would like to hear their ideas which opens up a possibility that I might actually consider it. These ideas of theirs also might make me think differently of the whole situation of my work, and allow me to broaden my perspective.

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I think it’s important that feedback be legitimately critical, and as specific as possible. Pointing out particular elements that don’t work will help improve the next draft (in a way that “It’s really good!” won’t; although there is a place for that, I think). It’s also good to have feedback on both the sentence/paragraph-level work and the more overall story stuff, so you can compare the successes and failures of both. Another thing I’ve noticed is that often just having someone read a piece as a reader would can be really helpful—emotional reactions or logistical questions can give a sense to how successfully you’re conveying what you’re trying to; I’ve had a lot of times when I knew the ins and outs of a character or world so well that I fail to properly explain something in the story itself.

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Quality feedback is not only speaking about what can be improved upon, but also emphasizing positives in the original work. Compliment sandwiches work quite well, in that you can tell them two things that worked well and should be retained, but also one thing (for every two) that can still be improved upon. Elaborating on this area and how it can be strengthened is also really important, or else it'll just be a comment and not constructive criticism. Another thing is to express your opinions in a genuine manner. For example, if an argument seems implausible, then that should be expressed in feedback rather than saying, "interesting!" (or something along those lines). Of course, when it's a teacher telling a student what works and what doesn't, then feedback might be more useful in the form of straightforward highlighting of areas that need improvement, and–as Henry said–questioning of weaker sections of the piece.

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Good feedback can come in many different forms. For me, I appreciate strong clarifying questions, that will either help me expand what I am trying to say, or reword it entirely. I also enjoy it when I am told what parts of the story seem irrelevant; if a sentence is not being useful, then it probably doesn't need to be included. I want someone to look at my work and really inspect the entire situation to see where there is a gap in the flow of writing. Or where I could use imagery, sensory details, adjust the pacing, and so on. All in all though, similar to both posts before me, I desire honesty in my feedback. Instead of dancing around an idea in order to not hurt my feelings, I'd rather someone just lay it to straight-- just how they see it.

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Like Abigail, I think honesty is the best policy, but tactful honesty. It doesn't do anyone any good to just straight-up criticize someone; instead, the person giving feedback should really get to the why of the problem at hand (or why they like a particular section). I always like when people are very specific and point out the particular things they like or dislike, rather than being vague. That's the best thing to do because then the writer can address the specific situation and keep that in mind for the future. In an ideal world, I'd get that kind of constructive feedback from both peers and teachers.

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When I ask for feedback, I want feedback, good or bad. I want someone to tell it to me straight. If something sounds weird or needs to be added, I want them to tell me, or else I will continue thinking everything is fine when it's not. Sometimes I feel like when peers do feedback they are afraid of hurting each others feelings, which can happen if the editor attacks the other person, but if it's done respectfully then I think the editor gets their point across and the writer gets good feedback. And also to balance any kind of editing, it's always really nice to hear what the editor likes or thinks you are doing right.

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Ms. Crowl              What does quality feedback look like in your mind? In an ideal world, what are you hoping for when you ask a peer to read your work? What about a teacher? Don't forget to include your name in your post so that you receive credit on this assignment!

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Ms. Crowl              What does quality feedback look like in your mind? In an ideal world, what are you hoping for when you ask a peer to read your work? What about a teacher? Don't forget to include your name in your post so that you receive credit on this assignment!