Feedback on feedback

Based on a longitudinal study of 15 English and Media undergraduate, this paper uses empirical data from an ongoing research project to illustrate student responses to written feedback on their work. It highlights differences between what tutors might expect students to do with feedback and what students actually do. It explores the complex issues surrounding the requirements for students to produce a variety of written English which would identify them as part of an educated ‘discourse community’ and documents the problems associated with acquiring this proficiency through reference to student writing, written feedback and student interviews