The highs and lows of written feedback: student evaluation of writing centre written responses


  • Eva Shackel Bath Spa University



written feedback, dyslexia, learning development, feedback


In-person, one-to-one verbal feedback has long been prioritised in learning development. However, there are instances where written feedback proves to be a more convenient option. This study investigated the reasons why students request, and how they perceive, the written feedback they receive from a writing centre at a university in the UK. To gather insights, 249 students who had received written feedback during the academic year 2020-21 were invited to complete a questionnaire. 54 students responded, representing a response rate of 21.6%. In addition, semi-structured interviews were conducted with 11 students. It was found that most students requested written feedback due to convenience, although some, particularly those with dyslexia, preferred written feedback over in-person feedback as it allows them to reflect on, and process, the information in their own time. The detailed nature of the written feedback increases the students’ perception that the university cares about them, which makes them feel valued and important. Although the findings relate to written feedback, they are relevant for in-person feedback by emphasising how important it is to allow students with dyslexia the time they need to write, listen and speak, during writing centre appointments. 

Author Biography

Eva Shackel, Bath Spa University

Eva Shackel is a learning developer at Bath Spa University and a fellow of the Higher Education Academy.


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How to Cite

Shackel, E. (2023) “The highs and lows of written feedback: student evaluation of writing centre written responses”, Journal of Learning Development in Higher Education, (27). doi: 10.47408/jldhe.vi27.999.