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Communication · a life skill

Simple Feedback Framing

say why you're giving it, then give one thing

Criticism arrives with a question attached: does this person think I can do it? Answer that before the comments do. One sentence first: the bar is high, and you think they can reach it. Then one point, aimed at the work, and what to do next.

  • Easy to start
  • Medium impact
  • Learn it: 1 week
  • For drafts, reviews and homework
the comments, and the note on top of them
A marked-up draft with three margin comments, and a note clipped on top that says why the comments were given. The comments read: lead with the finding; this repeats the intro, cut it; which source is this from? The note reads: I'm giving you these comments because I have very high expectations and I know that you can reach them. A stamp says: back to me by Friday. Below, in a study, 27% of Black students revised after a plain note and 64% after this note. One draft, with one note clipped to it 1 Lead with the finding. 2 Repeats the intro. Cut it. 3 Which source is this from? Back to me by Friday I'm giving you these comments because I have very high expectations and I know that you can reach them. The note in the study Turned in a revision, Black students in the study Plain note 27% This note 64%

The draft is made up; the note and the two figures are from a 2014 study of seventh graders' essays, where revising was optional. The study is further down.

The habit

Try it now.

  1. Pick the one thing that matters

    Of everything you could say, which change would help most? Lead with that. Ten comments read as “this is bad”; one reads as “fix this”.

  2. Say why the bar is high

    Name the standard and where it comes from: “this goes to the board”, “you'll present it”. Then the comment is about the bar, not about them.

  3. Say you think they can reach it

    “And I know you can.” Only if you mean it. If you're not sure yet, say you'll help them get there instead.

  4. Point at the work, not the person

    “The finding is on page three”, not “you bury things”. Name a line, a slide, a number they can find.

  5. Hand back a next step

    One thing to do, and when you'll look again. A second look tells them the standard is real and so is your offer.

    Short on time? The first sentence and one comment beat ten comments alone.

When to break the rule: if they're upset or the work doesn't matter much, skip the note and the comments. Feedback lands when there's room to use it.

The note builder

Write the sentence that goes on top.

Fill in the work, the one change and the next step. The note on the right is what you'd say or write before anything else, and the checks show what's still missing.

Start from an example

Do you think they can reach it?

Checks

    Nothing you type is saved or sent anywhere. The checks look for a few common words; they can't tell whether the standard is fair. You can.

    The study behind it

    One sentence changed who tried again.

    David Yeager, Geoffrey Cohen and colleagues worked with seventh graders who had written an essay draft. Their teachers marked it up as usual. Then a handwritten note from the teacher was clipped on, chosen at random.

    Half read “I'm giving you these comments so that you'll have feedback on your paper.” The other half read “I'm giving you these comments because I have very high expectations and I know that you can reach them.” Revising was optional.

    Among Black students, at a school where nearly all the teachers were White, 27% revised after the plain note and 64% after the second one. White students revised more after it too, 64% against 82%, though that gap was too small to be sure of. In a follow-up where everyone had to revise, 88% of Black students who got the note improved their score, against 34%.

    It was a small study, 44 students in the first round, so read the numbers loosely. The idea it tests is broader: criticism is easier to use when you know why it was given. The sentence only works when the standard is real and the belief is true.

    Share who revised. Black students: 27% with the plain note, 64% with the high-expectations note. White students: 64% and 82%. 0% 25% 50% 75% 100% Black students 27% 64% White students 64% 82% plain note high-expectations note
    Raw share of students who turned in an optional revision. Yeager and colleagues, “Breaking the cycle of mistrust”, Journal of Experimental Psychology: General, 2014, Study 1.

    The idea

    Why it works.

    A page of red ink can mean two things: “this matters and you can do it”, or “you're not good at this”. The person reading it has to guess which, and if they have any reason to doubt you, they'll guess the second. Then the sensible move is to stop trying.

    The sentence removes the guess. It tells them the comments come from a high bar and a belief they can clear it. The comments themselves don't change. What changes is what they seem to say about the person.

    When it goes wrong

    Habits that help.

    • Only say it if it's true. People can tell. A belief you don't hold makes every later comment suspect.
    • Keep the bar where it is. Lowering the standard to be kind says the thing you meant to avoid: you don't think they can.
    • Put the sentence first. In the study it was clipped to the front. Said after the comments, it sounds like a consolation.
    • Follow through on the second look. If you said Friday, read it Friday. That's what makes the next note believable.

    Keep this going in the app.

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