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In our last post, we discussed the qualities of good feedback.  But as many writing teachers know, giving good feedback is only part of the equation; students still need to use that feedback in order to revise their drafts and develop as writers.  And this second part of the equation can be a significant challenge for many writing teachers and students alike; as Katherine Gottschalk and Keith Hjortshoj note, drafts can sometimes become “like concrete:” once they begin to set, they aren’t likely to see changes deeper than the surface.  So, the question becomes: how do we help students use our feedback and revise their writing? Continue reading →