31 Real-Life Constructive Criticism Examples for Students

Teachers strive to give helpful feedback to students on their assignments to guide improvement. Writing quality feedback takes time, and teachers often need more hours to get it right with a busy curriculum to cover. That's why practicing with constructive criticism examples and AI in the Classroom for students can help. Not only does this prepare educators for providing feedback, but it also helps save time when the goal is to enhance student performance. This blog will discuss examples of constructive criticism for students and how they can improve teacher efficiency.

Grading software for teachers like EssayGrader.ai can also help alleviate the pressures of giving feedback and assist educators in their quest to enhance student performance. With this tool, you can automate the standards based grading process to save time while improving the quality of feedback.

What Is Constructive Criticism?

Constructive criticism helps you improve performance, behavior, and ideas. Constructive criticism aims to help you do better, not tear you down. This type of feedback can be both positive and negative. But regardless of the tone, it’s always objective and helps the receiver somehow. 

Constructive Intent

Consider the word constructive: its definition serves a useful purpose, tending to build up. So, constructive criticism is a type of feedback we can build upon. It is good advice that helps you to become better and to improve.

Its intent is well-meaning and in your best interest. Of course, what is in your best interest will only sometimes be pleasant. Often, the opposite is true. What is best for us tends to be difficult, even uncomfortable.

How Constructive Criticism Works

Constructive feedback is effective because it positively influences students' actions to improve their work. Quick feedback works within student workflows because students have the information they need in time to prepare for the next assessment. No teacher needs a study to tell them that motivated, positive, and supported students succeed while those who are frustrated, discouraged, or defeated tend to struggle. 

That said, there are plenty of studies to reference—this 2007 study review and this 2010 study are good examples—that shows exactly that. How instructors provide feedback to students can significantly impact whether they are positive and motivated or discouraged and frustrated. 

Student Ownership

Constructive feedback sets the stage for effective learning by allowing students to take ownership of their growth and progress.

The Difference Between Criticism and Constructive Criticism

General criticism involves assessing a work and identifying its strengths and weaknesses. This can be helpful, but it can also be a bit of a blunt instrument, and it doesn’t always come from a good place. General criticism is often a mask for personal preference.

Subjective Criticism

When critics provide general feedback on writing, they can help writers improve. Often, however, it’s merely a reflection of their own biases. It can be overly subjective, and writers can’t always take it to heart. Other times, general criticism can be so scathing it’s demoralizing. 

Consider the following comment from a writing critic: The best thing about this piece is its short. I can’t believe I wasted my time on it. That’s going to hurt anyone’s feelings. The author will unlikely learn anything helpful from this kind of feedback. They’ll probably just want to give up writing altogether. 

What is Constructive Criticism?

Constructive criticism is a specific type of feedback with an objective. It aims to help the subject improve their work and does so in a friendly, thoughtful manner. Constructive criticism can also help alleviate the sting of receiving general criticism. That’s because it’s often delivered by someone with a writing background—like a teacher—or an understanding of the craft, a fellow writer. Because of this, the feedback is often more analytical and precise.

For example, “While your piece contains some interesting ideas, the overall structure is confusing. If you reorganized the paragraphs, and eliminated some of the repetition, I think it would be much clearer.” This type of feedback is not designed to hurt anyone’s feelings, and it’s much easier to take. There’s a good chance the writer will learn something from it and improve their work in the process.

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14 Characteristics of Constructive Feedback

1. Effective Feedback: Descriptive vs. Evaluative

Effective feedback is descriptive rather than evaluative. Describing one’s reactions leaves the individual free to use it or not as they see fit. Avoiding evaluative language reduces the need for the individual to respond defensively. 

Feedback can make someone feel good or bad about their performance; the clearer it is, the better.

2. Specific Feedback: The More, the Better!

Effective feedback is specific rather than general. Being told one is dominating will probably not be as helpful as being told that “in the conversation that just took place, you did not appear to be listening to what others were saying, and I felt forced to accept your arguments.” 

The next time someone receives feedback like this, they will know how to improve their performance.

3. Targeting Behavior Reduces Personalization

Effective feedback is focused on behavior rather than on the person. We must refer to what a person does rather than what we think or imagine he is. Thus, we might say that a person talked more than anyone else at the meeting rather than to say that he is a loudmouth. 

The former allows for the possibility of a personality change. The latter implies a fixed personality trait.

4. Mutual Needs Matter

Effective feedback considers the needs of both the receiver and the giver of feedback. Feedback can be destructive when it serves only our needs and fails to consider the person's needs on the receiving end. 

Feedback should be given to help, not to hurt. Too often, we give feedback because it makes us feel better or gives us a psychological advantage.

5. Actionable Feedback Is the Most Useful

Effective feedback is directed toward behavior that the receiver can do something about. Frustration is only increased when a person is reminded of some shortcoming over which he has no control.

6. Solicited Feedback Is More Effective

Effective feedback is solicited rather than imposed. Feedback is most useful when the receiver has formulated the question that those observing can answer.

7. Timing Is Everything

Effective feedback is well‐timed. Generally, feedback is most useful at the earliest opportunity after the given behavior. The reception and use of feedback involve many possible emotional reactions. Excellent input presented at an inappropriate time may do more harm than good.

8. Sharing Information Instead of Giving Advice

Effective feedback involves sharing information rather than giving advice. By sharing information, we leave a person free to decide for himself by his:

• Own goals
• Needs

When we give advice, we tell them what to do and, to some degree, remove their freedom to decide for themselves.

9. Quality Over Quantity

Effective feedback involves the information the receiver can use rather than the amount we want to give. Overloading a person with feedback reduces the possibility that he may be able to use what he receives effectively. 

When we give more than can be used, we often do not satisfy some need of our own rather than helping the other person.

10 Observable Feedback Avoids Assumptions

Compelling feedback concerns what is said and done or how, not why. The “why” takes us from the observable to the inferred and involves assumptions regarding motive or intent. If we are uncertain of motives or purpose, this uncertainty is feedback and should be revealed.

11. Effective Feedback Needs Clear Communication

Effective feedback is checked to ensure clear communication. One way of doing this is to have the receiver try to rephrase the feedback to see if it corresponds to what the sender had in mind. Regardless of the intent, feedback is often threatening and subject to considerable distortion or misinterpretation.

12. Finding Consensus on Feedback

Effective feedback is checked to determine the degree of agreement from others. Is this one person’s impression or an impression shared by others?

13. Attention to Consequences of Feedback

Effective feedback is followed by attention to the consequences of the input. The person giving the feedback can significantly improve by becoming aware of the effects of the input.

14. Building Authentic Relationships

Effective feedback is an essential step toward authenticity. Constructive feedback opens the way to a relationship that is built on:

• Trust
• Honesty
• Genuine concern

9 Tips on How to Give Constructive Criticism

1. Provide Actionable Advice

When providing constructive criticism, it is essential to offer actionable feedback to ensure that the information is valuable and productive. Actionable advice refers to specific suggestions for improvement that the recipient can implement. Instead of merely pointing out what went wrong, actionable advice offers a roadmap for improvement. 

This approach fosters a positive environment by emphasizing growth and development rather than criticizing or demoralizing the recipient. To provide actionable advice effectively, it is crucial to follow a few steps:

• Set SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals that clearly outline the desired outcome
• Offer specific solutions or recommendations based on the observations made.
• Ensure that the feedback is delivered in a supportive and constructive manner.

Good feedback example

"The presentation of your project could be improved by adding more visuals to illustrate your points. This will help keep the audience's interest and better emphasize what you are trying to communicate."

Bad feedback example

"Your presentation needs to be improved. You need to make it more interesting." This feedback does not help for the recipient to improve his or her work.

2. Focus on the Situation Rather Than the Person

When giving constructive criticism, it is crucial to focus on the situation rather than the person involved. By shifting the attention to the issue, you can create a more positive and productive conversation. Here are some key steps to help you achieve this approach: 

Comment On The Issue, Not The Person

When providing feedback, direct your comments toward the specific situation or behavior that needs improvement. Avoiding personal attacks or judgments can help you maintain a respectful and non-confrontational tone. 

Use "I" Statements

Using "I" statements helps to personalize your feedback and express how the situation affects you. For example, instead of saying, "You always mess up the reports," you can say, "I find it challenging to understand the information in the reports." 

Detach The Situation From The Person

Make it clear that your feedback focuses on their performance or actions, not their character. This helps to prevent feelings of defensiveness or resentment. 

Avoid Personal Attacks 

Criticizing someone personally can be hurtful and hinder the effectiveness of your feedback. Instead, keep the conversation focused on the specific behavior or situation that needs improvement. 

Good Feedback Example

An excellent example of constructive feedback would be praising an employee for remaining calm and professional when faced with a demanding customer. The feedback should focus on the behavior rather than the person, highlighting positive traits such as patience and problem-solving skills. This will help encourage the individual to continue exhibiting this type of behavior in the future.

Bad Feedback Example

For instance, saying something like "You are so lazy and irresponsible" rather than providing specific examples of how the person could have handled a situation better and offering advice or guidance.

3. Be Specific

When providing constructive criticism, it is essential to be specific to:

• Ensure effective communication
• Provide clarity to the recipient

Vague comments can leave the recipient unaware of the problem and unable to make the necessary improvements. Imagine a colleague receiving feedback saying, "Your presentation needs work." They can understand what aspects of their presentation require improvement with specific details or examples. On the other hand, if the feedback included specific information such as, "Your slides lacked visual aids and your delivery seemed rushed," the recipient would have a clearer understanding of the areas they need to work on. 

Being specific in your feedback allows the recipient to pinpoint their strengths and weaknesses accurately. Specific feedback allows for better follow-up and evaluation. When goals and expectations are clearly defined, tracking progress and assessing whether the desired improvements have been made becomes easier.

Good Feedback Example

An excellent example of being specific, explicit, and actionable when giving feedback would be to say "I noticed that you failed to meet the deadline for the project. In order to improve your performance, I suggest you create a schedule outlining each step in the project so that you can track your progress and stay on task. Setting reminders or notifications could help ensure that tasks are completed promptly." 

Bad Feedback Example

Saying, "You're not meeting expectations," does not provide an individual with the necessary information to make changes or improve their performance. Instead, it should be more specific, pointing out areas of improvement and offering actionable recommendations for how to address them.

4. Keep the Conversation Private

One crucial aspect to consider when giving constructive criticism is keeping the conversation private. This confidentiality ensures the recipient's self-esteem is protected and prevents unnecessary embarrassment or demotivation. 

Publicly criticizing someone can be highly embarrassing for the person receiving the feedback. It can make them feel exposed, vulnerable, and even humiliated in front of their colleagues. This can damage their confidence and self-esteem and negatively impact the team's morale. Keeping the conversation private provides a safe space for open and honest communication, encouraging the recipient to be more receptive to the feedback and more likely to take it to heart.

Private Feedback

Privacy prevents demotivation. Giving feedback publicly can create a sense of shame or doubt in the recipient's abilities. This can decrease motivation and productivity, as they may question their skills and worth. By providing criticism in private, you allow the individual to process and internalize the feedback without the added pressure of judgment from others. 

To ensure private conversations for constructive criticism, you should schedule dedicated time for feedback discussions. Holding one-on-one meetings can create a safe and confidential space for open communication, enabling a more effective exchange of ideas and opinions, ultimately leading to better results.

Good Feedback Example

An excellent example of keeping a conversation private when delivering constructive feedback would be to choose a secluded, private space, such as an office or conference room, away from other people or interruptions. 

It is essential to ensure that you do not share the content of the conversation with anyone else and respect the recipient's confidentiality. 

Bad Feedback Example

One example of bad behavior regarding keeping conversations private is gossiping. Gossiping involves sharing information intended to remain private with others and is an act of betrayal that can damage relationships and trust within a team. 

In order to maintain a respectful workplace environment, it is important to keep conversations confidential and not share unnecessary information with others.

5. Consider the Timing

Timing plays a crucial role when it comes to delivering constructive criticism effectively. Picking the right moment ensures that the recipient is open and receptive to receiving feedback, allowing for:

• A more productive
• Meaningful conversation

Timing is crucial because it can significantly impact the recipient's emotional state and mindset. For example, there may be better times than delivering criticism immediately after a big presentation, as the person may still be processing their performance and feeling vulnerable. In this situation, it is advisable to give them time to decompress and gather their thoughts before addressing any areas for improvement. 

Timing Matters

It is essential to consider the recipient's current workload and stress levels. Approaching them with criticism when overwhelmed or under pressure may only add to their stress and result in a defensive or closed-off response. Instead, wait for a moment when they are more relaxed and receptive to constructive conversation. 

By considering the timing, you create an environment where the recipient feels respected and valued. Waiting for the right moment shows that you are mindful of their emotional state and are genuinely interested in their growth and professional development. This increases their willingness to listen, understand, and apply the feedback provided.

Good Feedback Example

Providing immediate feedback after completing a task or project can be more effective than waiting until later. This helps to ensure that the recipient is in the right frame of mind and more likely to take the criticism on board. It minimizes any potential disruption to workflow and any confusion over expectations or instructions.

Bad Feedback Example

An example of bad behavior when considering the timing of constructive feedback is providing feedback too late. If a person consistently makes mistakes or performs poorly, but their supervisor only provides them with feedback after an extended period, it will likely be easier for them to make improvements and for the organization to benefit from better performance. 

In this case, the supervisor should have provided timely and specific feedback to help guide the individual's improvement.

6. Use "I" Statements

When giving constructive criticism, using "I" statements can be a powerful tool to express your opinion without triggering defensiveness in the recipient. By framing your critique with "I" statements, you focus on the situation rather than attacking the individual, creating an environment that promotes discussion and growth rather than conflict. 

Instead of saying, "You always make mistakes in your reports," you can rephrase it as, "I noticed some errors in the recent report." Using "I" statements, you emphasize your observation and personal perspective rather than making it sound like a personal attack. This approach encourages the recipient to listen and reflect on the feedback without feeling personally attacked or defensive.

Good Feedback Example

An excellent example of using I statements when providing constructive feedback could be, "I noticed that you did not meet the deadline for this project. In the future, I suggest setting a more realistic timeline to ensure successful completion." 

Bad Feedback Example

A bad example of constructive feedback using "I" statements would be: "I think you're not doing a good job and I don't think you'll ever improve." This statement is overly critical and lacks any actionable advice or suggestions for improvement. 

Not only does it lack specificity, but it also fails to mention any of the recipient's strengths. It may leave the individual feeling demotivated and discouraged rather than:

• Empowered
• Supported

7. Balance Positive and Negative

When giving constructive criticism, balancing both positive and negative feedback is essential. This approach helps to maintain a supportive environment and boosts the recipient's motivation for improvement. Highlighting the positive aspects before addressing areas for growth sends a message that the individual's efforts are:

• Recognized 
• Appreciated

Balanced Approach

This acknowledgment provides a sense of validation and helps to build trust. By starting with positive feedback, the recipient feels more open to receiving constructive criticism and is more likely to be receptive to suggestions for improvement. It is equally important not to shy away from addressing areas for growth. 

Providing feedback solely on positive aspects may give the impression that there is no need for improvement, which can hinder professional growth. Constructive criticism, when delivered in a balanced manner, allows individuals to identify their strengths and weaknesses and provides valuable insights on enhancing their:

• Skills 
• Performance

Good Feedback Example

A good example of balancing positive and negative feedback is to start the conversation with a compliment or praise for something the recipient did well. This helps create an open and supportive environment, making the recipient more receptive to constructive criticism. 

Then, provide specific examples of areas where improvement can be made while focusing on actionable steps they can take to make those improvements. Finish the conversation with another positive comment or suggestion on how they can continue to strengthen their performance in the future.

Bad Feedback Example

If a manager only points out areas in which their employee needs to improve without suggesting ways they can do so, it will not be helpful. Instead, the manager should provide clear and actionable suggestions on how the employee can work towards improvements while also recognizing their strengths.

8. Limit the Scope

When providing constructive criticism, it is vital to limit the scope by focusing on specific aspects rather than criticizing the person. By targeting behaviors or actions that need improvement instead of making sweeping generalizations, you create a:

• More productive 
• Growth-oriented conversation

Specific Focus

Specific feedback allows the recipient to understand what needs to be addressed clearly and provides them with actionable steps for improvement. It avoids ambiguity and helps both parties remain focused on the task. 

Rather than making broad statements, such as "You're not a team player," it is more effective to address specific behaviors, such as "During team meetings, try to actively contribute ideas and listen to others' perspectives." 

Good feedback example

You have an excellent idea for this article, and you've done an excellent job exploring constructivism and religion. It may be helpful to limit the scope of the article by focusing on one particular aspect instead of covering too much ground. This will help make your argument:

• Clearer
• More concise 

Bad feedback example

"Your article needs to be more concise and focused. Cut out any extraneous information or arguments that don't directly support or enhance your main point."

This type of feedback does not provide any actionable advice on improvements and needs to be more specific, which could lead to confusion. It needs to recognize any strengths that may already exist in the article.

9. Follow Up

After providing feedback, following up by acknowledging and praising the recipient for their improvements is essential. This positive reinforcement boosts their morale and encourages them to continue working on further enhancements. 

The recipient feels valued and motivated to strive for continuous growth by highlighting the progress made. Follow-up allows for the opportunity to address any lingering concerns or challenges that may have arisen after the initial feedback. 

It provides the chance to give more guidance, clarification, or support in areas where the recipient may still struggle. Regularly checking in and discussing progress helps to keep the recipient accountable and focused on their path of improvement.

Good Feedback Example

An excellent example of behavior regarding follow-up meetings after receiving constructive criticism is scheduling a dedicated session to review progress and discuss any additional areas for improvement. 

During the meeting, it is essential to focus on finding solutions and providing ongoing support. This will help ensure that the recipient feels valued and supported in their journey of:

• Personal
• Professional growth

Bad Feedback Example

An example of bad behavior regarding follow-up sessions is when an individual fails to attend scheduled follow-up sessions without providing any notice or explanation. This shows a lack of respect for the other person's time and can damage the relationship.

18 Constructive Criticism Examples For Students

1. Be Specific in Your Feedback

To ensure constructive feedback, focus on specific actions or behaviors that could be improved. If you fall into the trap of making generalized statements or personal attacks, the criticism stops being constructive because there’s no clear path for improvement.

Examples could be:  

• “At the five-minute mark of your presentation, you stopped making eye contact with the audience.”
• “The problem with your golf swing is your hip placement. If you square my hips, I may find more success.”
• “The third paragraph of the essay is where it goes off track. I recommend re-writing that paragraph to ensure it links to the previous paragraph.” 

2. Using “I” Statements

Using “I” statements tends to help frame critique more gently. “You” statements, on the other hand, tend to come across as aggressive and accusatory. Expressing your feelings and observations allows room for discussion rather than conflict.

Examples could be:

• “I feel like you interrupted me during my presentation and it led to a less productive meeting. Can we implement a strategy for minimizing interruptions in the next meeting?”  
• “I liked what you said, but I wonder if you’d consider making a quick change to improve your output. Would you like to discuss it?” 

3. Offering Suggestions for Improvement

If you simply criticize, you’re not being constructive. Instead, you’re being destructive. To be constructive, you need to think up ways to build the person up. After all, constructive comes from the concept of “to build.” 

Examples could be:

• “Great job at the beginning, but in the middle of your presentation your voice started getting soft. Can I suggest you focus on maintaining voice projection throughout the presentation next time?”
• “I have written down three ideas for improvement of your essay. First, make sure you provide references to academic sources in each paragraph. Second, I’d suggest you write a conclusion that sums up your arguments. Third, make sure you edit your work before submitting to remove spelling errors.” 

4. Encouraging Open Communication during Criticism

People who offer constructive criticism aren’t there just to criticize and then walk away. They want to help the person improve. So, you need to let the person ask questions or give responses so you can engage in communication. 

Examples could be: 

• “Okay, I will tell you what it looked like you did from my perspective and then can you tell me if you agree?”
• “I’m going to make a few suggestions then after that can you let me know how you feel about implementing the changes I suggest?” 

5. Offering Opportunities for Growth

You might be noticing a theme: constructive criticism is always about helping someone get better. It’s not about cutting them down or making you feel good about being better than someone else. So, reflect on your criticism and consider whether it’s provided the person with opportunities to grow. 

Examples could be:

• “I think there’s potential for improvement here. Let’s talk about some steps you can take so you do better next time.”
• “This wasn’t your best work, so let’s go back to basics and talk about getting those fundamentals right again.” 

6. Providing Praise along with Criticism

If all you do is give negative feedback, the person I’m giving the input to will feel deflated. So, good constructive criticism looks at the positives and areas for improvement so the person feels you’re not there to bring them down but there to help. 

Examples could be:  

• “I found 2 things I felt you did really well and 2 that you could improve on. Let’s start with the strengths.”
• “You did a great job with your tone of voice in the presentation, but the subject matter needs a bit of work. If you can improve on the subject matter, your presentation could end up really strong.”
• “I really appreciate that you had the courage to give this a go. I have some feedback for you that will make next time you try even better.” 

7. Choosing an Appropriate Time and Place

Ensure your feedback is given in a context that won’t embarrass the person or make them feel confronted. For example, you could try to provide constructive criticism in private. Or, you might want to take a break between the task and the feedback to ensure the person is relaxed and has some objective space. 

Examples could be:

• “A professor asks a student to stay back after class to give the constructive criticism rather than doing it in front of the rest of the class.”
• “A wife is frustrated at her husband, but doesn’t express it in front of the kids. Instead, she waits until they’re in bed that night and having a debrief to discuss the issue gently.” 

8. Maintaining a Positive and Supportive Tone

Anger, sarcasm, or condescension have no place in constructive criticism. Aggressive tones and postures are not constructive; rather, they will lead to conflict. 

Examples could be:  

• “Harry is really angry that John said something offensive. But instead of yelling or retaliating in anger, he stops, takes a breathe, and uses an “I” statement to express his feelings.”
• A teacher is frustrated at a misbehaving student, but she puts on a big smile and says, “Sam, I know you’re better than that! Remember last week when you sat politely through the class presentations? I know you can do that again this week.” 

9. Focusing on the Behavior Rather Than a Person’s Character

Personal attacks or criticisms of a person’s core character are not conducive to positive feedback. Constructive criticism focuses on the task or behavior that needs to be improved, not on the person themselves. This is fundamental to the concept of unconditional positive regard.

 Examples could be:  

• “Okay, let’s talk about the task at hand and push other things out of the conversation for now. I believe you can improve on the task with a few simple steps.”
• “This assessment task wasn’t done to the best of your ability. I know you have the right growth mindset to see some improvements, so let’s talk about some ways to improve your work.” 

10. Following Up on Your Feedback

Constructive criticism is supportive. One of the best ways to be supportive is to let the person receiving the feedback know I’m there to help them through the process of improving. To do this, tell them I’ll follow up, then actually do it. 

Examples could be:  

• “Now that we’ve talked about three ways to improve let’s put in place a timeline. Could you suggest one thing you could do this week before our meeting again next Monday?”  
• “Hey Tracy, I’m following up on the feedback I gave the other day. Did you have any more thoughts about those weaknesses we discussed?”  
• “Okay, let’s focus on the first step for improvement and push the other two aside for now. Could you drop me an email once you’ve fixed the first issue we discussed so I can give you some feedback on the improvements?” 

11. Murder Your Darlings

Murder your darlings is a funny kind of phrase. It gets to the heart of constructive criticism and the need to step back from your ego. “Darlings,” here, means pretty phrases. They’re “darling” because they’re precious – to the writer, not the reader. 

The reader doesn’t care how clever your turn of phrase is if the content is off-target. With academic writing, the reader wants information, not entertainment. This is why the “darlings” have to go. Dead weight is dead weight, even if it sparkles. It will sting to excise cherished flourishes, but you must be ruthless. 

12. This Work is Too Descriptive; It Should Be More Critical

First years hear this a lot. This is because they haven’t yet mastered academic writing, which contains:

• Peculiar words
• Rules
• Conventions

These can seem odd at first. Descriptive writing, on the other hand, comes more naturally. It looks more normal. As a result, students have to learn to be less regular in their scholarly composition. Descriptive and analytical writing are different species but share much in common. 

Analysis requires some description, usually to frame the critical content (which should make up the bulk of the work). “Too descriptive” consequently suggests an imbalance. The text is spending too much time describing what or how something is. More time is needed to understand why it is that way. This means adjusting your approach to the topic. 

13. Use More Scholarly Sources

When tutors advise more scholarly sources, they say your argument lacks supporting evidence. Meaning it needs to be more persuasive. 

• Citation is required. 
• Existing qualitative and quantitative data need to be brought to bear. 
• Academia is based on an evidential system. 
• Your subjective opinion holds little currency in such a system. 
• Any time your writing makes an assertion, it must be backed up. 

14. Over-reliance on Scholarly Sources

This is the flip side of the above. Stringing citations together is not the point of academic writing. The reader wants to know your thoughts and see if you can use scholarly sources to support your claims. You need to put more of yourself into the work. 

The constructive solution here is to cull non-essential sources. What can be cut without doing real damage to your argument? As a guide, your essay should be around three-quarters of your own words and one-quarter citation. 

15. Your Work Lacks Focus

Academic topics can be overwhelming. With so much scholarly research available, knowing what to hone in on is challenging. A lack of focus is a need for honing. Constructive criticism is asking you to be more precise. Maybe you’ve tried to discuss too much; your work is broader than deep. 

Perhaps you’ve not found a specific angle in the argument. You must rework your route through the subject matter at all events. Make sure each point relates to the thesis statement established in the introduction. 

16. The Work Doesn’t Answer the Question

Before pen meets paper, read the question, re-read it, and then reread it again. Students regularly fail to answer the questions given. At least sometimes, this is because they misread or misunderstand what is being asked. 

So, this criticism urges you to pay more attention to the rubric. What is the question asking you? Figure this out, then answer it throughout your entire body of writing. 

17. You Need to Proofread

You do need to proofread. Everyone does, but some more so than others. If a tutor counsels proofreading, they tell you to be more careful with your work. Typos, errors, and awkward phraseology will lose you easy marks. 

• Read your work thoroughly, then put it down for a few days if time allows. 
• Pick it up and reread it with fresh eyes. 
• Get a friend to read it. 
• Have it examined by a professional with many years of experience proofreading academic work. 

18. Team Member Constantly Misses Deadlines

For example: “Every time I ask for a project update from you, you don’t get back to me until two days after our deadline has passed which means we miss out on potential clients because we didn’t deliver on time.” 

Avoid judgmental language. For example: “You never meet your deadlines! You’re terrible at this job!”

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Use Rubrics to Give Better Feedback

Rubrics are scoring tools used to evaluate student work against specific criteria. Most rubrics are organized in a table with rows and columns. Rows list the assessment's components or categories. Columns outline performance levels, often from unsatisfactory to exemplary. Rubrics help assess student work objectively and communicate expectations for an assignment to teachers and students. 

How Do Rubrics Help Improve Feedback?

Using rubrics to guide feedback helps teachers remain objective. When evaluating student work, it can be easy to let personal bias creep in and influence scores and comments. For example, if a student is known to be struggling in class or dealing with personal issues, a teacher might be inclined to give them credit for certain aspects of their work that don’t meet expectations. 

The Impact of Vague Feedback on Students

This is an understandable reaction; however, it can send mixed signals to students and lower academic standards.  Feedback like this may have the opposite effect of what the teacher intends. Instead of helping the student improve their performance on subsequent assignments, it may create further confusion. 

Using Rubrics for Feedback

Using a rubric to evaluate the student’s work first and provide precise, objective feedback on areas of improvement will help the student understand what they need to do next to improve their performance for their own sake and to meet academic standards.

Essay Grading with EssayGrader: AI-Powered Efficiency and Accuracy

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With EssayGrader, Teachers can:

• Replicate their grading rubrics (so AI doesn't have to do the guesswork to set the grading criteria)
• Setup fully custom rubrics
• Grade essays by class
• Bulk upload of essays
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• Summarize essays with our Essay summarizer 

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7 Tips on Taking Constructive Criticism

1. Be a Good Listener

The first rule of listening is to be quiet. When someone gives you constructive feedback, bite your tongue. Wait for that initial swell of emotion to subside. Then, reflect on what has been said. 

• Be cool
• Be analytical
• Appraise the feedback

Consider how it translates to practical steps you can follow. Follow them. 

2. Be Strategic

Following good advice is always strategically wise. Especially when this advice comes from a tutor, this person will either mark your work or think a lot like the person who will. They know what they’re talking about. So do the logical thing and heed their counsel. After all, they are telling you exactly what they want. 

3. Take off the Bubble Wrap

Don’t waste time indulging in hurt feelings. This will only create an emotional roadblock to personal and academic development. University isn’t supposed to baby you. When someone gives you constructive feedback, the point is to deal with it. 

Use it to your advantage to improve. If you ignore this purpose and focus only on how it makes you feel, you will waste a valuable opportunity to improve. 

4. Remember: It’s Not Personal

It’s not. Criticism is focused on the work and not the person. Your tutor does not have a vendetta against you; they want to help you. One of the most significant barriers to development is ego. The ego gets in the way. Focus on being the best you can be, even if that means not constantly feeling good. 

5. Ask Follow-Up Questions

It makes sense to get as much information as you can. Discussing with the person who gave the feedback will likely be helpful. Let them help you understand their point of view. Share your perspective. 

This is an opportunity for a constructive conversation that should leave you better informed and with a clear sense of direction. Constructive criticism should be pointing you in a particular direction. Find it. 

6. Follow Through

Now that you’ve come this far, it would be foolish not to follow through. Don’t just smile and nod and then do nothing. Constructive feedback should lead to action. 

• Be practical
• Make a plan
• Write down a list of objectives and ways to achieve them. Tick these off as you go. 
• Hold yourself accountable. Accountability is a crucial ingredient to success. 

7. Follow Up

If everything has gone to plan, you’ve calmly received and considered your constructive criticism. 

• You processed and discussed it. 
• You’ve decided on a plan of action. 
• You’ve executed your plan. 

Now you need to see if it’s worked. 

• Follow up. 
• Go and see the person who gave the feedback. 
• Show them the new draft. 
• Get a reappraisal. 

This is an excellent measure of your success in implementing the suggested adjustments. 

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