Abstract
This study investigates the written feedback practices of secondary English Pre-Service Teachers (PSTs) to understand how their values regarding "good" writing influence their comments on student work. Through analysis of feedback on 10th-grade writing samples and value-sorting surveys, the study examines their feedback tendencies and the links with their values. Findings indicate a significant shift over the semester from a directive, deficit-based "corrector" stance to a facilitative, asset-based "reader" stance. The data suggests that when PSTs lack specific metalinguistic language, they default to generic advice or mechanical correction. However, when instructed to align their feedback with their core writing values, they develop more effective, actionable "feedforward" techniques. The article concludes with strategies for teacher educators to support PSTs in navigating the tension between standardized correctness and authentic student voice.
Recommended Citation
Brewer, Amanda
(2026)
"From Corrector to Reader: Pre-Service Teachers’ Writing Values and Feedback,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 14:
Iss.
1, Article 3.
Available at:
https://scholarworks.wmich.edu/wte/vol14/iss1/3
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