Using feedback to improve your text

Writing the assignment

Using feedback to improve your text


Getting feedback from others can help you improve your text – and it can be motivating! Ask your study group to do a feedback session, or form your own writer’s group with fellow students.

Feedback is useful because it

  • brings to your attention what is good about your text, and what needs improvement
  • makes you aware of how actual readers perceive your text
  • helps you build on your ideas and thoughts by cooperating with other writers
  • helps you develop literacy and awareness of your own writing tendencies

In other words, giving and receiving feedback makes you a better writer.

Different types of feedback

When you give feedback, you should point out both what you think is good about the text, and what you think should be improved. There are guidelines for giving feedback that can help you when giving or receiving feedback. 

Positive feedback

  • points out what the writer is doing well, and should continue to do
  • gives praise and points out what works well
  • shows which parts of the text the writer should keep

Constructive feedback

  • points out aspects of the text that do not work well
  • makes the writer aware of things that are unclear to the reader
  • shows how the text could be improved

Feedback should make the writer see their text from a fresh perspective, and help them identify what they are doing well and what they should change.

Also remember to give feedback according to where in the writing process the writer is, so that your feedback is useful for the writer.


Dysthe, Olga og Hertzberg, Frøydis (2014). “Skriveopplæring med vekt på prosess og produkt.” in Kverndokken, Kåre (red.) 101 skrivegrep (s. 13-35). Bergen: Fagbokforlaget.

Dysthe, Olga, Hertzberg, Frøydis og Hoel, Torlaug Løkensgard (2010). Skrive for å lære: Skriving i høyere utdanning. Oslo: Abstrakt.

Kjeldsen, Jens. E. (2006). “Tilbakemelding på tekst”. in Dysthe, Olga og Samara, Akylina (red.) Forskningsveiledning på master- og doktorgradsnivå (s. 162-182). Oslo: Abstrakt.

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