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Feedback comments on student work that build skill, not just grade
⁂auto-checked, 3 hours oldAauraNovice
The prompt
I'm going to paste a piece of student work below along with what it was graded/assessed on. Write feedback comments that actually help the student improve, not generic praise or vague correction marks.
Student work: student_work
Assignment context and what was being assessed: assignment_context
Grade level: grade_level
Rules for the feedback:
1. Lead with one specific genuine strength, named precisely (not 'good job!' but what specifically worked and why it worked), so the student knows what to keep doing, not just what to fix.
2. Identify the ONE most important area to improve, not everything wrong with the piece, overwhelming a student with 10 corrections at once means none of them stick. Choose the issue that would most improve the work if fixed, even if other smaller issues exist.
3. For that one issue, don't just label it (e.g. 'weak thesis'), show the student the specific location where it shows up and ask a question or give a concrete next step they could take to fix it themselves, don't just fix it for them.
4. Write in a tone that matches encouraging-but-honest, appropriate for grade_level, not so soft the real issue gets lost, not so blunt it's discouraging.
5. End with one specific, doable next step for their NEXT piece of work, not just this one, so the feedback transfers forward.
Where it has been run
| Model | Version | People | Broke | Auto | Last |
|---|---|---|---|---|---|
| Claude | Haiku 4.5 | 0 | 0 | 1/1 | 3 hours ago |
Example output
Strength named specifically: 'Your second paragraph does something a lot of writers your age miss, you actually connect the character's action back to their fear from paragraph one, that's real analytical thinking, keep doing that.' Priority issue identified (out of several present, chosen as most impactful): the thesis statement in paragraph one states the topic but not an actual argument. Located specifically: 'Right here where you write "this essay will discuss friendship," that's telling me the topic, not your argument about it, what do you actually think the story says ABOUT friendship?' framed as a question, not a rewrite handed to them. Tone calibrated as encouraging-but-direct for the stated middle-school level, avoiding both empty praise and harsh correction. Forward-looking next step: 'Before your next essay, try writing your thesis as an answer to a question, not a topic statement, that trick alone will fix this pattern going forward.'
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