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150 Positive Comments for Student Papers

August 31, 2023 //  by  Maria Van Norman

Teaching is often a time-consuming job, especially for a teacher who must grade papers. It often feels daunting when staring at that stack of papers and wondering how writing constructive feedback on each one is feasible.

However, a teacher knows that even when she is tired, as she grades paper after paper, it is extremely important to give the students constructive comments on their work. The feedback for students is what helps students learn.

The positive feedback outweighs the negative feedback as well, so make it a common strategy to give positive feedback on students’ papers. It is a tremendous opportunity for students to grow.

1. I never thought of it this way. Great job analyzing!

2. What an amazing sentence!

3. This is a wonderful thesis! Good job!

4. I can tell you worked really hard on this!

5. This thesis statement is superb!

6. Wow, this is some of your best work yet!

7. Way to stay focused! I’m proud of you!

8. This is an excellent analytical paper!

9. I can tell you are motivated! I love it!

10. I feel privileged to have gotten to read this work! Great effective paper!

11. Your enthusiasm shows! Wonderful job!

12. This is not just a sheet of paper. It’s wonderful work!

13. This is one of the more superior papers I have read!

14. I really love how creative you get with your descriptions!

15. Out of this world!

16. There is so much to be proud of with your paper assignment!

17. This part made me smile!

18. You are a star!

19. Clever argument!

20. You worked hard; I can tell!

21. What brilliant thinking!

22. Terrific persuasive argument!

23. You have learned so much and it shows!

24. You rocked this essay!

25. I can tell you did your best!

26. You are so smart!

27. What a powerful argument! Keep up the good work!

28. You should be proud of this work!

29. You have made great progress!

30. Your handwriting is just lovely!

31. This is a great example! Good job!

32. I love your thoughts here!

33. I’m very impressed!

34. You have a sophisticated argument! Awesome job!

35. You are artistic and creative!

36. I love your attention to detail!

37. This is a very powerful sentence!

38. You show great promise!

39. What a terrific learner you are!

40. The sentence structure you used here is brilliant!

41. Your skills are stellar!

42. This hypothesis is amazing! I can’t wait to see where you take it!

43. I knew you could do it!

44. Every single sentence in this paper is wonderful!

45. You have a lot of fabulous ideas in this paper!

46. It doesn’t surprise me a bit that I smiled throughout your whole paper!

47. Keep up the incredible work!

48. Way to grab the reader’s attention! Great job!

49. Your handwriting is so neat!

50. This part moved me!

51. You certainly made me open my mind even more! Wonderful job!

53. I see so much improvement in your work! I’m proud of you!

54. I like the way you tackled this assignment!

55. Very impressive!

56. You have very inventive ideas here

57. Smart thinking!

58. You were very clear, concise, and complete!

59. Phenomenal job!

60. This is well thought out and I enjoyed grading it!

61. You outdid yourself with this assignment!

62. What a wonderful assignment!

63. Your work has flair!

64. Such a wonderful perspective on this topic!

65. This is clever!

66. I can tell you had fun with this assignment!

67. You rock!

68. This is stellar work!

69. Your use of this example moves your argument forward!

70. Your algebra is on fire!

71. This is a great metaphor!

72. Nice idea!

73. This is great work!

74. You did it!

75. I knew you could do it!

76. You went above and beyond here! I’m impressed!

77. Magnificent!

78. Marvelous!

79. You did a tremendous job!

80. This paragraph is brilliant!

81. Your science experiment was awesome!

82. Your artwork is exquisite!

83. What an excellent point!

84. Great job making connections here!

85. This sentence is excellent!

86. You chose a great quote!

87. This is a powerful point! Great job!

88. Your argument is very focused and solid!

89. Terrific explanation!

90. I love how you connected these ideas!

91. You are so smart!

92. Perfect!

93. Great stuff!

94. I love this! It made me laugh!

95. Outstanding work!

96. These are amazing ideas!

97. What an amazing way of thinking! Great job!

98. You made me think here! Good job!

99. A wonderful way to present this information!

100. You are showing exceptional understanding!

101. You are an awesome writer!

102. I love reading your essays!

103. You have shown incredible growth!

104. Your work is so neat! Great job!

105. This sentence is right on target!

106. You have an excellent idea here!

107. I can tell you’ve been practicing!

108. You are very preceptive!

109. This sentence is beautifully written!

110. I love your vivid word choice!

111. The way you express your ideas is wonderful!

112. You are quite gifted!

113. You show outstanding attention to detail!

114. You are a superstar!

115. I can tell that you did your best! Way to go!

116. You are very talented!

117. This paragraph is simply tremendous!

118. I appreciate how hard you worked on this assignment!

119. You made me so proud with your examples!

120. You are unstoppable!

121. This sentence sparkles!

122. This is one of the best essays I’ve read!

123. You have exceptional potential!

124. I’m giving you a high-five for this essay!

125. This sentence blew me away!

126. You did quality work! Great job!

127. This is a terrific piece of evidence for your argument!

128. No grammatical errors in this paragraph! I’m so proud!

129. You are an amazing writer!

130. Your organized paragraphs make me very proud!

131. You’ve shown creative problem solving here!

132. Superb word choice in this sentence!

133. What a critical piece to your argument! Great job!

134. You’ve reached your goal! Be proud of yourself!

135. This essay may be your best work yet!

136. Tremendous use of sentence syntax to prove your point!

137. You amaze me with your attention to detail!

138. Great writing!

139. Profound statement!

140. Brilliantly worded!

141. You prove that you can do hard things! Good work!

142. The connections you have made to the real world are stellar!

143. Way to tackle a tough topic! I’m proud of you!

144. Your talent shines through!

145. Terrific answer!

146. Your similes are sensational!

147. You are very intelligent!

148. I love your clarity in this paragraph!

149. This paper really shines!

150. You make me want to learn more about this topic!

Closing Thoughts

Teachers hold a piece of their student’s future in their hands. The responsibility is great. Therefore, even when wanting to mark up all of the errors on a paper, remember to add the positive comments as well. Make sure that students can grow and not feel defeated or frustrated. By including positive comments on students’ papers, students’ spirits will soar in ways you can not even imagine.

100+ Positive Comments to Write on Student Papers That’ll Have a Lasting Impact

by Sara Ipatenco

Everyone loves to hear something nice, and that includes your students! Students of any age will feel so good about themselves when they read positive comments written right on their assignments. Seeing positive words will also give students the motivation to keep working hard because they know their efforts are being recognized. Positive and meaningful praise will also help students form a close bond with their teacher, which encourages children to work hard and learn a lot. Pick up your favorite pen and get writing.

Here are more than 100 positive comments your students would love to read!

• This is some awesome thinking!
• What terrific math skills you’re showing!
• You are an amazing writer!
• Wow! You have improved so much!
• You are showing excellent understanding!
• This is clear, concise, and complete!
• What a powerful argument!
• I knew you could do it!
• Wonderful ideas!
• It was a pleasure to grade this!
• Keep up the incredible work!
• My goodness, how impressive!
• You’re showing inventive ideas!
• You’ve shown so much growth!
• Interesting thoughts!
• I love your neat work!
• Doesn’t it feel good to do such great work?
• First-rate work!
• This is fascinating information!
• You inspire me!
• This is right on target!
• What an astounding observation!
• This is very well thought out!
• I can tell you’ve been practicing!
• You’ve come a long way!
• This has pizazz!
• I can tell you’ve been paying attention!
• Reading this made my day!
• This is very perceptive!
• What an accomplishment!
• You make a great point here!
• I really like your creativity!
• You are an exceptional student!
• You have brilliant thoughts!
• This is beautiful!
• Dazzling examples!
• Vivid language choices!
• You express your ideas so well!
• This was a delight to read!
• This is a persuasive argument!
• You show an impressive grasp on this subject!
• You are gifted!
• You are so clever!
• What a great learner you are!
• I value these thoughts!
• You are such a motivated worker!
• You show great attention to detail!
• You are so artistic!
• I am so proud of you!
• Lovely handwriting!
• Great example!
• You worked so hard!
• You are a star!
• You learned so much!
• You are so smart!
• You’ve made a lot of progress!
• What bright thinking!
• You rocked this!
• Great thinking!
• You did your best!
• I love this!
• You can do hard things!
• You are talented!
• You amaze me!
• You discovered something new!
• I enjoyed reading this!
• You are so ambitious!
• I appreciate your hard work!
• This is magical work!
• You did it!
• You’ve achieved so much!
• You really challenged yourself!
• I admire you!
• You are unstoppable!
• You have great ideas!
• This really sparkles!
• What a great vision you have!
• You have really improved!
• You’ve really grown!
• You are a snappy problem-solver!
• This really shines!
• You make me want to learn more!
• This made me smile!
• You are a winner!
• I love your creativity!
• You are so intelligent!
• You should be proud!
• You have amazing potential!
• This is top-notch!
• You deserve a high five!
• Way to think it through!
• This blew me away!
• These are fabulous ideas!
• This gets my seal of approval!
• This is quality work!
• You reached your goal!
• Out of this world!
• You’re on top of it!
• I can tell this is your best effort!
• I love how motivated you are!
• You are so focused!
• I’m so lucky to grade your work!
• I love your enthusiasm!

Your students will glow when they review their work as they read your positive comments. They’ll love it so much that you can look forward to even more excellent work to comment on!

Come join the conversation in the  #teacherlife community !

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Teaching Resources

Commenting on Student Writing

Resource overview.

Instructors who require their students to write papers dedicate many hours each semester to reading, commenting on, and grading student writing, and they often wonder if the time they have spent translates into improvements in their students’ writing skills. For their part, students want constructive feedback on their writing and often express frustration when they find their instructors’ comments on their papers to be mysterious, confusing, or simply too brief.

Tips to improve and help you respond to your students’ writing:

These tips focus on the process of writing comments on students’ papers (whether on rough drafts or final drafts), rather than on the process of grading papers. Grading and commenting on papers are certainly interconnected processes. However, while instructors often think of writing comments on papers as simply a means to justify grades, that purpose should be secondary to helping your students improve their writing skills.

These tips are organized into four categories:

Course Planning

Writing comments in the margins, writing final comments, what else can you do.

Before the course begins, think about what kind of writing you will assign, and how you will respond to that writing.

• Design each writing assignment so that it has a clear purpose connected to the learning objectives for the course. Craft each assignment as an opportunity for students to practice and master writing skills that are central to their success in the course and to academic achievement in your discipline. For example, if you want them to learn how to summarize and respond to primary literature or to present and support an argument, design assignments that explicitly require the skills that are necessary to accomplish these objectives.
• Sequence your writing assignments to help students acquire skills incrementally, beginning with shorter, simpler writing assignments to longer, more complex papers. You might also find it helpful to develop a sequence for writing comments. In other words, decide ahead of time which aspects of the writing you will focus on with each assignment. For example, you may decide to focus your comments on the first assignment on the writing of the thesis statement, then focus comments on later papers on the success with which the students deal with counter-arguments. Sequencing your comments can help make the commenting process more efficient. However, it is essential to communicate to students before they turn in their papers which aspects of the writing you are going to focus on in your feedback at which points in the semester (and why).
• Develop and communicate clear grading criteria for each writing assignment. These criteria will help you be as consistent and fair as possible when evaluating a group of student papers. Developing and using criteria is especially important when co-teaching a course or when asking TAs to grade papers for the course. Distribute the grading criteria to students (or post the criteria on the course Web site) so that they will know how you will evaluate their work. While there are shared criteria for “good writing” that apply across academic disciplines, each discipline also has certain standards and conventions that shape writing in the discipline. Do not expect that students will come into your class knowing how to write the kind of paper you will ask them to write. For example, a student who has learned how to write an excellent analytical paper in a literature course may not know how to write the kind of paper that is typically required for a history course. Give students a written list of discipline-specific standards and conventions, and explain these in class. Provide examples of the kind of writing they will need to produce in your course.
• Develop a process for writing comments that will give students a clear idea of whether they have or have not achieved the course’s learning objectives (and with what degree of success). Students should be able to see a clear correlation among 1) written comments on a paper, 2) the grading criteria for the assignment, and 3) the learning objectives for the course. Thus, before you start reading and commenting on a stack of papers, remind yourself of the grading criteria, the learning objectives, and which aspects of the writing you want to focus on in your response.
• The first time you read through a paper, try to hold off on writing comments. Instead, take the time to read the paper in its entirety. If you need to take some notes, do so on another piece of paper. This strategy will prevent you from making over-hasty judgments, such as faulting a student for omitting evidence that actually appears later in the paper. (In such cases, it may be appropriate to tell the student that you expected that evidence to be presented earlier–and the reason why). While you may expect this strategy to take more time, it can actually save you time by allowing you to focus your feedback on the most important strengths and weaknesses you want to bring to the writers’ attention (see “Writing Final Comments,” below).
• Respond as a reader, not as a writer. Do not tell students how YOU would write the paper. Instead, tell them how you are responding to each part of the paper as you read it, pointing out gaps in logic or support and noting confusing language where it occurs. For example, if a sentence jumps abruptly to a new topic, do not rewrite the sentence to provide a clear transition or tell the student how to rewrite it. Instead, simply write a note in the margin to indicate the problem, then prompt the student to come up with a solution. This strategy is especially important to follow when a student asks you to respond to a draft before the final paper is due; in this case, your aim should be to help the student identify weaknesses that he or she should improve and NOT to do the student’s thinking and writing for them. Of course, in some instances, it is necessary and appropriate to give the student explicit directions, such as when she or he seems to have missed something important about the assignment, misread a source, left out an essential piece of evidence, or failed to cite a source correctly.
• Ask questions to help students revise and improve. One way to ensure that your comments are not overly directive is to write questions in the margins, rather than instructions. For the most part, these questions should be “open” rather than “closed” (having only one correct answer.) Open questions can be a very effective way to prompt students to think more deeply about the topic, to provide needed evidence, or to clarify language. For ideas on how to phrase open questions, see Asking Questions to Improve Learning.
• Resist the temptation to edit. Instead, mark a few examples of repeated errors and direct students to attend to those errors. Simply put, if you correct your students’ writing at the sentence level, they will not learn how to do so themselves, and you will continue to see the same errors in paper after paper. Moreover, when you mark all mechanical errors, you may overwhelm your students with so many marks that they will have trouble determining what to focus on when writing the next draft or paper.
• Be specific. Comments in the margin such as “vague,” “confusing,” and “good” do not help students improve their writing. In fact, many students find these comments “vague” and “confusing”–and sometimes abrupt or harsh. Taking a little more time to write longer, and perhaps fewer, comments in the margin will help you identify for students exactly what they have done well or poorly. Information about both is crucial for helping them improve their writing.

Here are some examples of specific comments:

Rather than  “vague”

• “Which research finding are you referring to here?”
• “I don’t understand your use of the underlined phrase. Can you rewrite this sentence?”
• “Can you provide specific details to show what you mean here?”

Instead of “ confusing ,” “ what? ” or “ ??? ”

• “I lost the thread of your argument. Why is this information important? How is it related to your argument?”
• “You imply that this point supports your argument, but it actually contradicts your point in paragraph 3.”

Rather than “ good ”

• “This excellent example moves your argument forward.”
• “Wonderful transition that helped clarify the connection between the two studies you are summarizing.”
• “An apt metaphor that helped me understand your argument about this historical metaphor.”
• Begin by making positive comments; when pointing out weaknesses, use a descriptive tone, rather than one that conveys disappointment or frustration. Give an honest assessment, but do not overwhelm the writer with an overly harsh or negative reaction. For example, do not assume or suggest that if a paper is not well written, the writer did not devote a lot of time to the assignment. The writer may have in fact struggled through several drafts. Keep in mind that confusing language or a lack of organized paragraphs may be evidence not of a lack of effort, but rather of confused thinking. The writer may therefore benefit from a few, targeted questions or comments that help them clarify their thinking.
• Limit your comments; do not try to cover everything. Focus on the 3-4 most important aspects of the paper. Provide a brief summary of 1) what you understood from the paper and 2) any difficulties you encountered. Make sure that whatever you write addresses the grading criteria for the assignment, but also try to tailor your comments to the specific strengths and weaknesses shown by the individual student. While you may think that writing lots of comments will convey your interest in helping the student improve, students–like all writers–can be overwhelmed by copious written comments on their work. They may therefore have trouble absorbing all the comments you have written, let alone trying to use those comments to improve their writing on the next draft or paper.
• Distinguish “higher-order” from “lower-order” issues. Typically, “higher-order” concerns include such aspects as the thesis and major supporting points, while “lower-order” concerns are grammatical or mechanical aspects of the writing. Whatever you see as “higher” in importance than other aspects should be clear in your grading criteria. Whatever you decide, write your comments in a way that will help students know which aspects of their writing they should focus on FIRST as they revise a paper or write the next paper. For example, if a paper lacks an argument or a main point in an assignment in which either an argument or main point is essential (as is usually the case), address that issue first in your comments before you note any grammatical errors that the student should attend to.
• Refer students back to comments you wrote in the margins. For example, you might comment, “Your argument loses focus in the fourth paragraph (see my questions in margin).” You might also note a frequent pattern of mechanical error, then point them to a specific paragraph that contains that type of error.
• Model clear, concise writing. Before you write final comments, take a moment to gather and order your thoughts.
• Provide opportunities for revision. If you want students to improve their writing, give them an opportunity to apply what they have learned from your comments to a new, revised draft. Note: You should decide before the course begins whether you will allow students to revise their papers and, if so, when such revisions must be turned in (e.g., one week after papers handed back) and how you will grade the revision (e.g., average the grade of the revision with the grade earned on the original paper). If you decide not to allow students to revise papers, consider rewarding improvement from one paper to the next (e.g., the grade on the second paper is worth a greater percentage of the final course grade than the grade on the first paper).
• If students are struggling with their writing, suggest a meeting during office hours. Often, students who are struggling to write clearly are also struggling to clarify what they think about the course material. Ask questions that help them figure out what they think and how to put those thoughts into a well organized, effective paper.
• Recommend that students seek tutorial help at The Writing Center. At  The Writing Center , students can meet with writing tutors who will read their papers and provide feedback. Writing Center tutors are trained to provide students with feedback on the clarity of their writing in a general way and will not necessarily be familiar with the criteria you are using to grade papers, unless you or the student have shared those criteria. However, seeking such feedback can be very helpful to students as they learn to write for academic audiences.

Bean, J. C. (2011). Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. 2nd ed. San Francisco: Jossey-Bass.

Gottschalk, K. and K. Hjortshoj (2004). “What Can You Do with Student Writing?” In The Elements of Teaching Writing: A Resource for Instructors in All Disciplines. Boston: Bedford/St. Martin’s.

Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies  in higher education ,  31 (2), 199-218.

“Responding to Student Writing.” (2000). Harvard Writing Project Bulletin. The President and Fellows of Harvard College.

Straub, Richard. (2000). The Practice of Response: Strategies for Commenting on Student Writing. Cresskill, NJ: Hampton Press.

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107 Report Card Comments to Use and Adapt

Written by Justin Raudys

Reviewed by Sarah Tino, M.Ed.

See your students' performance at a push of a button

With Prodigy's reports, teachers can easily track student progress and see their strengths and growth opportunities – all while the student has fun playing Prodigy Math!

• Teacher Resources

Learning skills (positive comments)

Learning skills (needs improvement), addition and subtraction, skip counting, place value, comparing numbers, addition with regrouping.

• Word problems
• Language (general)

Reading responses

Reading comprehension, response journal, note taking, distance learning.

• Tips for writing effective report cards
• Key considerations for effective end-of-year report cards

Just about every teacher agrees: report card comments are important to provide insights and next steps to students and families. But there are few who actually look forward to writing them.

Because every instructor knows working under tight deadlines to create upwards of 20 unique and detailed reports at the end of the year or term isn’t exactly straightforward (or particularly fun). That's especially true in the era of distance learning.

And while no one at your school knows your students better than you do, writing valuable report card comments for each of them can be a huge challenge.

That’s why we created a list of 107 sample report card comments — starters to help you find ideas, inspiration, and insights while writing your own report cards.

The 107 report card comments in this list will help you:

• Instill a  growth mindset in students
• Build stronger home-to-school connections
• Write stronger leads and use livelier language
• Choose the right phrasing when writing positive and constructive report card comments

Report card comment starters

You'll notice that the report card comments below can act as a springboard for more fully developed ones. But don't worry, using them you'll be able to take some of these one-liners and turn them into insightful and actionable next steps!

For example, you'll be able to take a 1st grade number sense comment like "Your child is able to add and subtract numbers up to 20 using various manipulatives" and transform it into:

Your child is able to add and subtract numbers up to 20 using various manipulatives. This was evident when he was working independently to solve a real-world problem by adding toys in the classroom toy bin. As a next step, they should continue to add to larger numbers to encourage his skills. You can support him by asking him to add his own toy piles at home.

Or taking a responsibility-related learning skill comment from "Your child is able to take responsibility for her own actions both in and out of the classroom" to:

Your child is able to take responsibility for her own actions both in and out of the classroom. She often checks her agenda and day planner to make sure she has all of the necessary materials to complete work at home before leaving. During indoor recess, she takes time to tidy up everything she was playing with.

Notice the difference?

Compared to a single number or letter grade, report card comments can provide even more value to your students and their families. In other words, a number or letter or grade captures the what , while an accompanying comment captures the how .

Depending on the age group or grade level you teach, a letter or grade letter might be enough. However, research in Phi Delta Kappan, the professional journal for educators, suggests:

Comments that identify what students did well, what improvements they need to make, and how to make those improvements, provided with sensitivity to important contextual elements, can guide students on their pathways to learning success and ensure that all learn excellently.

Gather insights into student performance all year long and make report card writing easier with Prodigy, the adaptive math game that students love.

• ________ is confident, positive and a great role model for his/her classmates.
• ________ is frequently among the first to help and mentor other classmates. He/she is a valuable part of the classroom.
• ________ has shown excellent ability to set goals and be persistent in achieving them.
• ________ is interested in his/her own learning, listens attentively, and makes a solid effort to avoid distractions that could interrupt the learning process.
• ________ is accountable and responsible. He/she makes smart decisions, admits mistakes and listens to opportunities to improve.
• ________ relates well to classmates and is appreciative of different perspectives and experiences.
• ________ manages his/her emotions maturely and responds to feedback appropriately.
• ________ always looks for ways to be helpful in the classroom.
• ________ is dependable and reliable, follows directions effectively, and follows through on his/her commitments to him/herself and others.
• ________ is thoughtful, insightful and thorough in written and verbal communication, and has a talent for expressing his/her ideas clearly.
• ________ works well with classmates in group work and often takes a leadership role.
• ________ shows a positive attitude with classmates in group projects and activities, and both takes and gives suggestions and directions effectively.
• ________ shows maturity when solving problems with classmates and uses good communication.
• ________ excels at applying what he/she learns in the classroom to real-world and real-life situations.
• It has been a pleasure to have _______'s enthusiasm, positivity and maturity in my class.
• ________ is an enthusiastic member of the class and shows a willingness to learn.
• ________ shows responsible behavior, works well with a group and shows appreciation for the efforts of classmates.
• ________ is focused during classroom activities and willingly participated in class discussions.
• ________ performs independent work with confidence and focus.
• ________ works independently and takes pride in work done well.
• ________ is focused in class and willingly participates in group discussion.
• ________ is very conscientious and shows excellent effort and care with daily work.
• ________ demonstrates a willing and conscientious effort in his/her daily work.
• ________ shows a conscientious effort to learn.
• ________ has done a great job facing and overcoming big challenges this year. Please continue to nurture and encourage this behavior over the summer.
• ________ shows responsibility and follows directions whenever they are given.
• ________ listens to and follows directions precisely and attentively.
• ________ follows directions promptly and accurately.
• ________ is an active participant in class.
• ________ is a hard worker who calmly perseveres through challenging topics.
• ________ is encouraged to demonstrate more responsible attitudes and behavior in the classroom.
• ________ needs to show more appropriate behavior when interacting with classmates.
• ________ needs to pay attention to the use of appropriate language at all times
• ________ requires encouragement to listen attentively during group sharing times.
• ________  needs to listen to directions more attentively during lessons.
• ________ would benefit from showing a greater desire to contribute ideas in class.
• ________ needs frequent reminders to be attentive during instructions and lessons.
• ________ needs to improve his/her cooperation in group settings. He/she should work on voicing feelings and opinions and listening to others.
• ________ needs to improve his/her work with others. He/she must ensure to accept a share of the work when participating in a group assignment.
• ________ needs to improve on working independently and be sure to ask for assistance only when it is needed.
• ________ often struggles to focus in class, which harms his/her ability to engage well with class activities and assignments.
• ________ is encouraged to use time wisely to finish tasks in the time required.
• ________ is encouraged to be more responsible in completing tasks without needing regular reminders.
• ________ needs to show by the quality of work and use of class time that he/she is properly engaged in the learning process.
• ________ consistently needs reminders to focus on time management.
• ________ needs to follow classroom rules more closely throughout the school day.

Math (general comments)

• ________ is having considerable difficulty with math. I recommend he/she work on studying ________ and ________. This extra practice will help him/her feel more relaxed when doing math in the classroom. Please contact me if you need materials to get him/her started.
• ________ has a good understanding of all math concepts taught so far this year. He/she continues to turn in excellent assignments and especially enjoys hands-on math activities.
• ________  has a positive attitude towards math but continues to have trouble in a few key areas. He should practice every evening at home. Areas that need extra attention are ________  and ________ .
• ________  demonstrates a good understanding of all math concepts studied and communicates with clarity and good justification of reasoning.
• ________ needs to work on increasing his/her speed in math facts. He/she should continue with daily practice with a focus on addition, subtraction, multiplication and division.
• ________ seems to need continuous encouragement in math. He/she continues to struggle with basic math concepts for his/her grade level.
• ________ is having a difficult time in certain areas of math. Areas in need of extra work are ________ . Working on these problem areas every night would help improve his/her learning outcomes.
• ________ is struggling to keep up in math. He/she could benefit from practicing the multiplication table and should also continue to practice the long division process.
• ________ is easily distracted during math lessons and behavioral issues are interfering with his/her learning. We will be working on more difficult subjects and he/she will struggle if he/she does not pay attention in class.
• ________ is having trouble with math tests. He/she does well on assignments, but does not seem to retain information for tests. I always give a week’s notice before tests, so please be sure ________ studies and adequately prepares for them as they approach.
• ________ is able to calculate addition and subtraction facts to 18 with confidence and accuracy.
• ________  is becoming more able to calculate addition and subtraction facts to 18 with confidence and accuracy.
• ________  requires more time and practice in calculating addition and subtraction facts to 18
• ________ needs to put more effort into learning to calculate addition and subtraction facts to 18.
• ________  is able to skip count forward and backward by twos, fives, tens, and hundreds to complete short patterns.
• ________  is learning to skip count forward and backward by twos, fives, tens, and hundreds to complete short patterns.
• ________  needs practice with skip counting forward and backward by twos, fives, tens, and hundreds to complete short patterns.
• ________  needs considerable practice with skip counting forward and backward by twos, fives, tens, and hundreds to complete short patterns.
• ________  is able to demonstrate place value concepts to give meaning to numbers from zero to 1000, identifying ones, tens, and hundreds.
• ________  is developing an understanding of place value concepts to give meaning to numbers zero to identifying ones, tens, and hundreds.
• ________  requires more time and practice to demonstrate place value concepts to give meaning to numbers 0 to 1000, identifying ones, tens, and 100s.
• ________ is able to compare numbers to 1000 using terms such as greater or less and greatest or least.
• ________ is learning to compare numbers to 1000 using terms such as greater or less and greatest or least.
• ________ requires support to compare numbers to 1000 using terms such as greater or less and greatest or least.
• ________ demonstrates a limited understanding in comparing numbers to 1000 using terms such as greater or less and greatest or least.
• ________ can demonstrate and explain the process of addition of whole numbers up to 100, with and without regrouping.
• ________ requires ongoing support to demonstrate and explain the process of addition of whole numbers up to 100 with and without regrouping.
• ________ requires considerable attention and individual instruction to demonstrate and explain the process of addition of whole numbers up to 100 with and without regrouping.

Word problems (math)

• ________ is able to complete word problems using one- and two-digit addition, showing his/her work and writing a full sentence answer.
• ________ is becoming more confident in his/her ability to complete word problems using one- and two-digit addition, showing his/her work and writing a full sentence answer.

As we move into language and literacy, the following sections include starter report card comments which cover reading, writing, oral communication and critical thinking skills.

Language arts (general)

• ________ ’s (comprehension, spelling, reading) has greatly improved, but he/she still needs extra work in (comprehension, spelling, reading). Please contact me if you need supplemental learning materials to use at home for practice.
• ________  is conscious of putting care into his/her daily writing work, and frequently goes beyond the minimum requirements for assignments.
• ________ has trouble with his handwriting. I believe he/she can form letters well, but has to slow down and take a little more time. Neater handwriting will improve his/her schoolwork overall.
• ________ makes a good effort to make his/her handwriting legible. He/she is able to print on the lines, use good spacing, and form letters correctly.
• ________ needs to focus on her spelling. More improvement is needed in the areas of (dictation, weekly spelling tests, sentence structure). Daily practice at home will help improve his/her results.
• ________ shows the ability to quickly use spelling, punctuation and grammar rules that were recently taught. He/she is able to quickly learn new skills and is eager to apply them to his/her writing.
• ________ is having considerable difficulty with reading, particularly with fluency and comprehension.
• ________ speaks well in front of the class, but requires improvement in written language. He/she is having trouble with (dictation, copying words correctly, story writing, creating logical sequences). Further practice is needed in this area.
• ________ continues to make excellent progress in spelling and reading. He/she works hard to submit work that is free of grammatical errors.
• ________ has difficulty remembering previously discussed writing skills and often makes errors with punctuation, grammar, and overall sentence structure. Basic writing skills need improvement.
• ________ is able to offer direct responses to his/her readings and supports ideas with sound reasoning and specific examples.
• ________ is learning to offer more direct responses to her reading experiences supported by reasons, examples, and details.
• ________ needs frequent support to offer direct responses to his/her reading experiences supported by reasons, examples, and details.
• ________ shows good ability when completing reading comprehension tests.
• ________ would benefit from extra practice with reading aloud and discussion of content.
• ________ consistently demonstrates comprehension of short spoken texts by answering questions, and explaining the events described.
• ________ consistently reads grade-level material independently.
• ________ uses good editing skills and correctly places capitals, quotation marks, question marks, apostrophes, commas, and periods.
• ________ is doing a good job of breaking a story into paragraphs
• ________ determines various forms of writing and identifies important ideas through the development of insightful questions and answers.
• ________ is able to analyze character actions, story plots, and shows strong fluency with reading.
• ________ uses correct spelling, grammar and punctuation when writing simple sentences.
• ________ is encouraged to show increased attention to the use of correct spelling, grammar and punctuation with general writing skills.
• ________ needs more time and practice in the use of correct spelling, grammar and punctuation with general writing skills.
• ________ requires considerable assistance to achieve the correct spelling, grammar and punctuation when writing simple sentences.
• ________ shows an excellent understanding of note taking from lectures and readings in preparation for tests and assignments.
• ________ requires ongoing support to develop an understanding of note taking from lectures and readings in preparation for tests.
• ________ was very engaged and focused during distance learning activities, and participated in class discussions.
• ________ stayed motivated to complete assignments during distance learning, and turned in all required materials on time. 
• ________ needed some extra prompting to stay engaged during online lessons, but participated well in discussions when called upon. 
• ________ modeled good online learning behavior for other students.
• ________ was disruptive during online learning and did not meaningfully participate in class discussions.
• ________ handled technical problems well and was always prepared.
• Although he/she couldn’t always access a device, _________ consistently completed online assignments and asked thoughtful questions.
• ________ should ask more questions during online discussions to avoid confusion later.
• ________’s attendance during online lessons was infrequent and assignments were not always completed.
• ________ worked well independently and in a group setting during distance learning activities.
• ________ is excellent at completing distance learning activities independently, but struggled to engage with his/her classmates during breakout sessions or class discussions.
• ________ is a technology superstar! He/she rarely needed assistance and even helped other classmates troubleshoot issues.
• ________ asks good questions and always reaches out proactively when he/she needs help with an assignment or lesson.

Tips for teachers to write more effective student report card comments

1. give yourself extra time and start writing comments early.

Somewhere around the halfway point to your deadline for report cards, you make your best effort to use time at the end of each week to reflect — and jot down notes — about your students’ performance and class week.

What are their strengths and weaknesses? How are their social skills developing with classmates? How is their class participation - are they an enthusiastic learner? Have they shown great improvement in one particular subject area? Are homework assignments getting done? Have any new challenges come up that affect learning?

Even just a few minutes of note-taking in the weeks preceding report card deadlines will help to ease your stress when the time comes to write your final comments.

Moreover, having a dated log of information detailed throughout the school year will help you remember how students are performing throughout each week, which can be valuable information come parent-teacher conference time.

This will also help to engage and reassure parents who want relevant and detailed commentary about their child’s performance at school.

2. Use free, curriculum-aligned apps for teachers

Use Prodigy to write insightful report cards with a minimum of hassle. Prodigy Math is an engaging math adventure for students where success depends on correctly answering adaptive math questions. 

As students play, you’ll get insights into:

• Which skills students are practicing
• How far they’ve progressed through the curriculum
• What they’ve mastered and where they need more support

Use one of Prodigy’s eight reports to track student progress throughout the year. When the time comes to write report card comments, you’ll have detailed reports on all your students’ achievements.

Just getting started with Prodigy? No problem! The first time students explore the world of Prodigy Math, they’ll start completing the Placement Test — without even knowing. Once they’re done, you’ll have a snapshot of the grade level they’re at, what they know and specific skills they still need to work on.

Spend more time teaching and less time grading

Prep for standardized tests, deliver adaptive skill practice or test students on a new skill — all while they play Prodigy Math, Prodigy English, or both!

3. Be encouraging, informational and professional

Although every report card cannot be glowingly positive, do strive to write in an encouraging and informational tone. As you write constructive report card comments, use encouraging language that focuses on the student’s opportunity for improvement.

For example, instead of describing a student struggling with listening as a “bad listener,” remark that the student “would benefit from listening more carefully.”

If appropriate, frame a negative comment in terms of what students are doing well -- and consider how this more successful characteristic can help them bolster performance in other areas.

4. Use a consistent format

Lead your report card comments with the positive comments, followed by areas that need more attention.

Choosing the right format for reporting information will simplify the entire process, while resulting in a clearer and more organized final product.

If you are unclear about your school’s format for report cards, request samples or consult with other teachers or staff members to clarify.

5. Be honest

Being open and honest about a student’s performance requires tact and consideration with regard to how you  express  those comments. Be transparent, and remain mindful that your goal is to improve your students’ learning experience.

Openness and honesty are key to ensuring that experience is the best it can be. If possible, discuss what  intervention strategies  you can use to help improve the student’s learning outcomes. 

As elementary teacher Donna Donaghue remarks in her book  A Guide for Beginning Elementary Teachers: Getting Hired and Staying Inspired :

If there is a problem, most parents will be grateful to you for telling them and will want to help you correct it as soon as possible. Many problems that show up at school are also problems noticed at home, so your comments will not surprise parents. Ideally, at some point prior to receiving the progress report, parents have already discussed the problem with you.

6. Move on if you get stuck

If you get stuck completing the comments for a particular student, move on to your other students and return to it later. You will likely have more trouble completing comments for students who have multiple areas needing further improvement and attention.

Feel free to move on and return to those students periodically or as you find the right language to express your insights.

7. Keep parents and guardians in mind

While every report card comment is ultimately about your student, think of your students’ parents or guardians as much as possible and offer suggestions for their participation.

In fact, if you can, keep parents up to date on an ongoing basis. This will help ensure they don't get caught off guard by any of your comments.

As you make note of your students’ strengths and weaknesses, endeavor to include practical insights into how parents can involve and support their child at home. If possible, make reference to how you use  differentiated instruction  to support the student in question.

Simple examples of tips for parents include:

• "Encourage your child to read. It doesn't have to be on your own either. Dedicating time before bed to read together can help make it seem like less of a chore."
• "Find homework help for your child if needed. Myself and other parents who are also getting homework help for their child are great resources to get started."
• "Ensure that your child completes their homework by creating a homework routine with your family where incentives like TV or computer time come after homework."
• "Help your child with organization skills at home. If a room in your house could be tidier, try using that as an opportunity to sort things like toys or dishes and utensils."
• "Help your child prepare for math tests by focusing their skills in addition and subtraction. If they don't like studying with traditional worksheets, try a digital game-based learning tool to help get them excited about the process."

As high school educator and teaching comprehension expert Anne Goudvis writes in her book Strategies That Work:

It is important that you include the parents in your comment so they know the child’s education is a joint mission. Sometimes you need to sound firm so that parents know you need their help and that you will not allow their child to continue inappropriate behavior.

8. Try not to repeat yourself

It is unlikely that your students or parents will compare their report card comments, but it is still a best practice to aim for unique commentary for each student that reflects each, individual learning outcome.

9. Proofread, even if you don’t want to

Report card time is perhaps your busiest period of the year, and it is understandable that you want to simply get them over with.

Despite this, you should make sure to double check all your comments before hitting print and handing them out. All your communications to parents are a reflection of you as a teacher, and should mirror the care and attention you show your students in class.

10. Notify parents

Make use of your school’s parent portal or email system to let parents know — as needed — that report card time is coming up.

This will help parents be prepared, and will also ensure that any important questions they may have are addressed before the final report cards are delivered.

Did you know?

If you're using Prodigy Math in your classroom, you can connect parents to follow their child's progress. A free parent account comes with a monthly report card and insights into classroom learning, helping them stay informed of how their child is doing in class. They can also send their child an encouraging message to cheer their child on as they play and practice skills in Prodigy!

11. Use specific examples with the help of direct observation

Record and use classroom anecdotes in your assessments. No matter how involved you are in your students’ progress, it can still be difficult to produce specific examples related to their performance if you haven’t recorded them along the way.

When you notice a positive or negative skill, ability, strength, or weakness in a class activity or assignment, be sure to note it down so that you may refer to it in your report card comments. Likewise, consider noting a sample of a student’s work every week or two.

To help with ease of access, keep ongoing files of this work in a personal folder or use a digital tool such as a Google Doc.

Putting this into practice is a time-saver and helps prevent last-minute stress. A strategy like direct observation and note-taking (as soon as possible) is far more reliable than trying to recall information and behaviors from weeks or months prior.

12. Try using tech to help

Writer's block happens to all of us, including teachers. If the report card comments in this article didn't help, fear not, there are still plenty of tools and resources to give you a helping hand.

One new option for teachers is using artificial intelligence (AI) to assist with report card ideas. For example, teachers can use tools like ChatGPT to generate examples for their specific needs.

When using chat technology, try to keep your prompt concise and easy to follow. A good template prompt to follow is:

"Write [number] report card comments for students studying [subject] in [grade]."

Here are some more specific examples to help get you started:

• Write 50 report card comments for students studying social studies in 5th grade.
• Generate 20 report card remarks commending a student for a positive attitude to learning.
• Create 10 report card comments that focus on a student needing to improve their attitude to learning.

Alternatively, you can use spreadsheets and report card builders to manually piece together a report card based on a template of comments.

Important tip: When using AI chat technology, make sure you don't submit any personal details about you or your students. Instead let the tool use a placeholder like "Student".

Key considerations for report card comments at the end of the year

Report card comments should aim to deliver feedback to students and parents that is  personalized, detailed,  and  meaningful .

Writing report card comments doesn’t have to be stressful. Use these strategies to create livelier, more meaningful evaluations.

Effective report card comments emphasize and discuss:

• The specific, notable strengths that a student has shown and should attempt to continue to show
• The specific elements of knowledge, skills, and other outcomes recognized in the curriculum that are the most pertinent to a student’s achievement or development in the period of assessment
• The major next steps for improvement that will: identify the student’s most important learning needs, offer next steps for students and offer specific recommendations for how parents and guardians can help the student’s learning habits and skills (or the development of those habits and skills)

Effective report card comments are personalized – customized to each, individual student – and discuss:

• The student’s learning preferences, willingness to learn, and interests
• Detailed evidence of learning or skill-development gathered from in-class observations, and/or student assignments

Effective report card comments are expressed with clear and simple phrasing, using:

• An encouraging and/or positive tone
• Language that is easy to understand for both students and parents, as opposed to educational jargon used from the curriculum

Report Card Comments: Final Thoughts

Common Sense Education observes that "effective parent communication is crucial in helping students learn. But, for busy teachers it can be challenging just to keep up... Transparency and equity are key to managing any communication between home and school."

Personalized report card comments that are clear, precise, and meaningful are essential for informing students and their parents about what students have learned, what their strengths are and how they can effectively progress.

Among the pressure and deadlines of writing report cards, it can be helpful to keep these key goals in mind.

Get inspired by the report card comment examples — and strategies for success — above to ensure that precision, clarity, and meaning shine through in your report card comments.

When it comes time to hand out your report cards, you can do so with the full confidence that you are doing yourself — and each of your students — the justice your hard work deserves.

Gather student insights on Prodigy

Create or log in to your free teacher account on Prodigy — a standards-aligned, game-based learning platform that assesses student progress and performance as they play. Use Prodigy to motivate student learning, control the questions they answer as they play and collect student learning insights all year long.

• Basics for GSIs
• Advancing Your Skills

Writing Comments on Student Work

Your written comments on students’ work should be used to help them understand the strengths and weaknesses of their work, and to make clear how their work has or has not achieved the goals and standards set in the class. Here are some suggestions on how to make your comments meaningful to students. For more detailed advice about writing comments on papers, see Commenting on Student Papers .

• Think about the sorts of comments that you find helpful and unhelpful. For example, avoid one-word comments such as “good,” “unclear,” or “awkward.” If you think that something is good, unclear, or awkward you should explain in concrete terms why you think so (“You develop the implications very effectively here”) or propose an alternative (“Did you mean x ?”).
• Think about the extent to which you want to comment on each aspect of the assignment. For example, how important are punctuation and spelling? Is it enough to have one or two comments on grammar or syntax, or would more extensive comments be appropriate?
• Don’t overwhelm the student with a lot of different comments. Approximately one to three comments per page will be enough. Focus on a couple of major points rather than comment on everything.
• Write specific comments in the margin and more general comments at the end of the assignment. General comments give the students an overall sense of what went right or wrong and how they might improve their work in the future. Specific comments identify particular parts of the assignment that are right or wrong and explain why.
• What has been omitted from the paper or exam response is as important as what has been included. Ask questions to point out something that’s missing or to suggest improvements. Try to give the students a good overall sense of how they might improve their work.
• Don’t comment exclusively on weaknesses. Identify strengths and explain them. This helps students know their progress, and helps them build their skills. Write as many comments on good work as on bad work. In addition to commenting on things the student does well, think about how the student might work to improve his or her writing even further.
• Write legibly or type your comments.
• Don’t be sarcastic or make jokes. What seems funny to you may be hurtful to students and not provide the guidance they need for improvement.
• Discuss difficult cases with other GSIs or the instructor in charge.
• Keep a record of common problems and interesting ideas to discuss in class.
• Make sure you have adequately explained the reason for the grade.

Questions to Ask Yourself When Writing Comments

• What are the strengths in this piece of work? What are the weaknesses? What stands out as memorable or interesting?
• Does the work have a clear thesis or main point, either explicit or implicit? Is it clear what point the author is trying to make and why? Are the main points and ideas clear? Are they specific enough? Are they clearly related to the assignment?
• Does the author provide sufficient evidence or argumentative support?
• Is the writing clear, concise, coherent, and easy and interesting to read? Are the grammar and syntax acceptable? Is the writing style appropriate? Does the author understand all of the words and phrases that they are using?
• Does the work have a clear, logical structure? Are the transitions clear? Is there one main point per paragraph?
• Are the factual claims correct?
• Does the author provide the appropriate citations and bibliographical references?

• Our Mission

How to Give Positive Feedback on Student Writing

If your corrective feedback is very detailed but your positive comments are quick and vague, you may appreciate this advice from teachers across the country.

“Nice work.” “Great job.” “Powerful sentence.” Even though I knew they wouldn’t mean much to students, these vague and ineffective comments made their way into my writing feedback recently. As I watched myself typing them, I knew I was in a rut. My critical comments, on the other hand, were lengthy and detailed. Suggestions and corrections abounded. I realized that I was focused too much on correcting student work and not enough on the goal of giving rich positive feedback.

As a writer, I know how hard it is when the negative feedback outweighs the positive. We all have things to work on, but focusing only on what to fix makes it hard to feel that our skills are seen and appreciated. My students put so much work into their writing, and they deserve more than my two-word positive sentences.

I wanted out of the rut, so I turned to my favorite professional network—teacher Twitter—and asked for help . “What are your favorite positive comments to make about student writing?” I asked. Here are some of the amazing responses and the themes that emerged from more than 100 replies from teachers.

Give a Window Into Your Experience as the Reader

Students typically can’t see us while we’re experiencing their writing. One genre of powerful positive comments: insights that help students understand how we responded as readers. Teacher Amy Ludwig VanDerwater  shared these sentence stems, explaining that “commenting on our reading experience before the craft of writing is a gift”:

• This part really moved me.
• I laughed out loud when I read this line.
• Your writing makes me think...
• You opened up a door in my mind.
• Now I am questioning...
• Now I am connecting to...
• Now I am remembering...

On a similar note, Virginia S. Wood  shared: “I will tell them if I smiled, laughed, nodded my head, pumped my fist while reading their work, and I’ll tell them exactly where and why.”

I used Wood’s advice recently when I looked through a student’s project draft that delighted me. I wrote to her, “I have the biggest smile on my face right now. This is such an awesome start.”

Giving students insight into our experience as readers helps to connect the social and emotional elements of writing. Positive comments highlighting our reading experience can encourage students to think about their audience more intentionally as they write.

Recognize Author’s Craft and Choices

Effective feedback can also honor a student’s voice and skills as a writer. Pointing out the choices and writing moves that students make helps them feel that we see and value their efforts. Joel Garza shared, “I avoid ‘I’ statements, which can seem more like a brag about my reading than about their writing.” Garza recommends using “you” statements instead, such as “You crafted X effect so smoothly by...” or “You navigate this topic in such an engaging way, especially by...” and “You chose the perfect tone for this topic because...”

Similarly, seventh-grade teacher Jennifer Leung suggested pointing out these moments in this way: “Skillful example of/use of (transition, example, grammatical structure).” This can also help to reinforce terms, concepts, and writing moves that we go over in class.

Rebekah O’Dell , coauthor of A Teacher’s Guide to Mentor Texts , gave these examples of how we might invoke mentor texts in our feedback:

• “What you’re doing here reminds me of (insert mentor text)...”
• “I see you doing what (insert mentor writer) does...”

O’Dell’s advice reinforced the link between reading and writing. Thinking of these skills together helps us set up feedback loops. For example, after a recent close reading activity, I asked students to name one lesson they had learned from the mentor text that they could apply to their own writing. Next time I give writing feedback, I can highlight the places where I see students using these lessons.

Another teacher, Grete Howland , offered a nonjudgmental word choice. “I like to use the word ‘effective’ and then point out, as specifically as I can, why I found something effective. I feel like this steers away from ‘good’/‘bad’ and other somewhat meaningless judgments, and it focuses more on writing as an exchange with a reader.”

Celebrate Growth

Positive feedback supports student progress. Think of positive comments as a boost of momentum that can help students continue to build their identity as writers. Kelly Frazee  recommended finding specific examples to help demonstrate growth, as in “This part shows me that you have improved with [insert skill] because compared to last time…” As teachers, we often notice growth in ways that our students may not recognize about themselves. Drawing out specific evidence of growth can help students see their own progress.

Finally, I love this idea from Susan Santone , an instructor at the University of Michigan: When students really knock it out of the park, let them know. Santone suggested, “When my students (college level) nail something profound in a single sentence, I write ‘Tweet!’ ‘Put this onto a T-shirt!’ or ‘Frame this and hang it on a wall!’—in other words, keep it and share it!”

These ideas are all great starting points for giving students meaningful positive feedback on their writing. I’ve already started to use some of them, and I’ve noticed how much richer my feedback is when positive and constructive comments are equally detailed. I’m looking forward to seeing how these shifts propel student writing. Consider trying out one of these strategies with your students’ next drafts.

• Grades 6-12
• School Leaders

FREE Poetry Worksheet Bundle! Perfect for National Poetry Month.

168 Sample Report Card Comments (Plus a Printable Version)

Help has arrived just in time for report cards!

Each progress report and report card provides an opportunity for you to give parents insight into their child’s performance beyond a letter or numerical grade for conduct or academics. Parents want to know how their child is doing, but they also want to know that you get their child. Report cards also help students understand what they are doing well … as well as areas where they could improve. The best way to get these points across is via meaningful comments. Need help? We’ve got dozens of sample report card comments below that are sorted for students at every level: emerging, developing, proficient, and extending standards, plus comments that address behavior, social skills, and more.

Get a free Google Slide version of these comments by submitting your email.

Tips for report card comments

Before using the list below, it’s important to know that teacher comments should be accurate, specific, and personal. The comments below are structured to allow you to fill in the blank for a particular subject or behavior, and then expand the comment. Sometimes you might require an action like a meeting with the parent. Other times you may be encouraging the student to do something in school or at home to improve on a skill or get more practice. Either way, these sample report card comments will establish the how that attaches to the what of any number or letter grade you are documenting.

Sample report card comments for students with emerging skills

It’s often difficult to know the cause of why a student’s skills are still emerging. In these situations, parents can often help you get to the bottom of it. Be specific about areas of difficulty in these comments, and don’t be afraid to ask for a parent’s help. Here are some ideas:

• Your student could use some extra practice in [subject]. Please have them study [skill] for [time] each night.
• Your student hasn’t yet had the chance to master [specific skill]. Review sessions are available [time frame].
• Your student may need additional assistance with [skill/subject]. Completing classwork and homework is the first step to improving.

• Your student needs more practice with [specific skill]. Please check that they have completed their homework each evening.
• We will continue focusing on reinforcing your student’s positive efforts.
• Your student should put more effort into [subject area] to avoid incorrect or incomplete assignments.
• Your student would benefit from more active participation in small-group activities.
• This semester/trimester, I would like your student to work on …

Sample report card comments to encourage a follow-up phone call

We can think of many situations where a report card comment can be the first step in scheduling a phone call or meeting to discuss a concern. Write something positive about the child’s personality while requesting a parent meeting or phone call. Some examples are:

• Your student is always respectful, but I am concerned about their work. When can we meet?
• Your child is inquisitive and engaged in class, but they have quite a bit of missing work. Please call me to discuss some strategies.
• Your child has a wonderful sense of humor/is helpful/is kind but fails to turn in their assignments. Let’s meet to come up with a plan to move forward.

• Let’s work on strategies that will help your student follow through on their assignments.

Sample report card comments about (negative) behavior

Parents want to know how their child has behaved, even if they are not surprised by the behavior. Behavior can be even more difficult to write about than academics. Be careful to avoid personal attacks or statements that can make the parent or child feel judged. For difficult behaviors, stick to statistics and/or basic descriptions. Try things like:

• Your student struggles with [DESIRED behavior]. We will continue to work on this behavior at school.
• Your child struggles with [UNDESIRABLE behavior] and needs to focus on [DESIRED behavior].
• When your student is focused, they are a pleasure to have in class. Let’s meet to discuss strategies to keep them on track.
• Your student often struggles to focus in class, which harms their ability to engage well with class activities and assignments.
• [Student] is working on independent work production and staying on task.
• [Student] often struggles to focus in class, which impacts their ability to engage in class activities.
• I encourage [student] to use time wisely to finish tasks in a timely manner.
• I encourage [student] to be more responsible in completing tasks without frequent reminders.
• I encourage [student] to show that they are properly engaged in learning by improving quality of work and use of class time. Please support this at home by [idea here].
• Your student needs to slow down in order to produce quality/carefully done work.

• Your student needs to follow classroom rules more closely throughout the school day.
• Your student has exhibited [UNDESIRABLE behavior]. We will continue to reinforce appropriate behaviors.
• Your student exhibited [UNDESIRABLE behavior] [this many] times this quarter. Let’s work to reduce the incidence of this behavior to [goal] times.
• [Student] is encouraged to demonstrate more responsible attitudes and behaviors in the classroom.
• [Student] is working on using appropriate language at all times.
• [Student] requires encouragement to listen attentively during group instruction.
• [Student] requires frequent reminders to remain attentive during instruction.
• [Student] is working on voicing feelings and opinions and listening to others.

Sample report card comments for students with developing skills

For students who are still developing, focus on any improvement while also providing suggestions to keep the momentum going. Try these comments:

• Your student has come so far in [subject]! Focusing on [important skill] is the next step.
• Your student has made so much progress! They still struggle with [important skill], so that should be our next focus.
• Your child has done well, but I am concerned that their lack of [listening/focus/motivation] has contributed to a lower grade than I know they could achieve.
• Let’s work on motivating your student to reach their potential.
• I would like to see your student pay closer attention to [subject/topic] in order to get a better grade.

• If your student works as hard on [important skill] as they have worked on [improved subject], then they will be caught up in no time!
• Your child is very engaged during whole-group [subject instruction] but struggles to work independently.
• Your student’s persistence is exemplary.
• When motivated, your child does well on class assignments. We need to extend that motivation further.
• Your child has improved significantly but still needs to slow down and check their work to make sure that all answers are correct.
• Your student is struggling to understand new concepts in [subject]. Paying closer attention to the assigned reading and class lecture would be beneficial.
• The hard work is paying off! Let’s keep it up when we start working on [next skill].
• Your child is enthusiastic but still doesn’t understand [topic]. Additional work on this topic would be incredibly helpful.

• Your child requests a great deal of adult assistance when completing school work. Let’s work on encouraging independent work.

Sample report card comments for students with proficient skills

Let the parent know all the positives about their child and perhaps encourage students to dig just a little bit deeper.

• Your student comes to school each day prepared to work hard.
• I appreciate that your student does their best every single day.

• Your student is an enthusiastic member of the class and shows a willingness to learn.
• I enjoy how invested your child is in their learning.
• I appreciate your child’s dedication to their studies in my class.
• Not only is your student strong academically, but they are also a leader in the classroom.
• I appreciate that your student is always committed to doing their best.
• Your student understands the material well. Let’s find a way to help them shine.
• Your child has the potential to be at the top of the class.
• With a little more effort, your child could move up to the advanced group in [the subject where effort is lacking].

• Your child puts in great work in [preferred subject]! If they apply those skills to [non-preferred subject], there’s no stopping them.
• Your child excels at applying what they learn in the classroom to real-world and real-life situations. With a little more work, they could really go far!

Sample report card comments for students with advanced skills

Positive behaviors deserve just as much (if not more) attention as negative behaviors. These comments can be the most fun to write. Begin with a simple stem and then fill in the personal details that will make the parent smile. Example sentence starters are:

• Your child exhibits exceptional focus and diligence in their work.
• Your student is excellent at taking ownership of their learning.
• I appreciate that your child is committed to doing their best.
• Your student seeks new challenges.
• Your child has a fantastic work ethic.
• Your child exceeds expectations on a regular basis.
• Your student avoids careless errors through attention to detail.

• Your child sets high standards for themself and achieves them.
• Teaching your child is always an adventure! I love it when they …
• Your child conducts themself with maturity.
• Your child is able to focus and stays on task during independent work times.
• Your student uses instincts to deal with matters independently and in a positive way.
• I have enjoyed your child’s sense of humor in our classroom, as well as …
• Your child has an impressive understanding and knowledge about their interests.

Sample report card comments to showcase students’ strengths

Students who excel at helping out others deserve to have their skills mentioned in comments!

• [Student] is confident, positive, and a great role model for their classmates.
• [Student] is a valuable part of class. They are among the first to help and mentor classmates.
• [Student] has shown an ability to set goals and work to achieve them.
• [Student] is engaged and able to set their own learning targets.
• [Student] is an active participant. They listen attentively and make an effort to avoid distractions that could disrupt their learning.
• [Student] is accountable for their actions and takes opportunities to improve.
• [Student] relates well to classmates and appreciates peers’ perspectives.
• [Student] demonstrates emotional maturity and responds appropriately to feedback.
• [Student] always looks for ways to be helpful in the classroom.
• [Student] is dependable and reliable and follows through on commitments.
• Your student relates well to classmates and is appreciative of different perspectives and experiences.

• It is a joy teaching your student! I can always count on them to …
• Your child makes the classroom a brighter place. They often …
• Your student’s conduct is exemplary. They …
• Your student works well with classmates and often takes a leadership role.
• Not only is your child a strong student, but they are also a wonderful human being.
• Your student displays good citizenship by assisting other students.
• Your child demonstrates responsibility daily by caring for the materials in our classroom conscientiously.
• Your child is exceptionally organized and takes care of their things.
• Your child is thoughtful and kind in their interactions with others.
• Your student plans and carries out group activities carefully.
• Your child is a very special student and one that I will never forget. I will miss them next year!

While all of these comments can supplement the grades on a report card, you don’t have to wait to use them. Sending notes home between progress reports and report cards with little comments like these can bolster the parent-teacher relationship. Write them in communication folders or on postcards for that extra school-home connection.

Sample report card comments to highlight positive behavior

Sometimes you’ll have a lot to say about a student’s positive behaviors. Parents love to hear that their kids are model citizens. Here are comments that communicate all the good behaviors you see in class.

• [Student] works well with classmates on group work and often takes a leadership role.
• [Student] shows a positive attitude when working with peers. They take and give suggestions and directions effectively.
• [Student] excels at applying what they learn to real-world situations.
• It is a pleasure to have [student]’s enthusiasm and maturity in class.
• [Student] is an enthusiastic member of class and shows a willingness to learn.
• [Student] shows responsible behavior, works well in a group, and shows appreciation for classmates’ efforts.

• [Student] is focused during class activities and participates in discussions.
• [Student] works on independent work with focus and confidence.
• [Student] has overcome big challenges this year.
• [Student] follows directions promptly and accurately.
• [Student] transitions easily between classroom activities without distraction.
• [Student] is polite and uses good manners in the classroom.
• [Student] responds appropriately when corrected.
• [Student] takes classroom jobs seriously and demonstrates responsibility when completing them.

Sample report card comments for math

Providing specific information about how a child is doing in core subjects helps parents know exactly what to expect on the grades portion of the report card. And providing a positive statement about a subject can help you lead into a statement about what the child needs to work on.

• [Student] has a good understanding of math concepts taught this year. They continue to complete work correctly and enjoy math activities.
• [Student] has a positive attitude toward math but has trouble in a few key areas [list here]. Practicing every night at home will help them improve in these areas.
• [Student] demonstrates a good understanding of math concepts and communicates clearly and with strong justification.
• [Student] seems to need continuous encouragement in math. They continue to struggle with foundational math concepts for [grade level].

• [Student] is having a difficult time with certain concepts in math. Areas in need of extra work include [list here].
• [Student] is struggling to maintain pace in math. They could benefit from [practice activity here].
• [Student] is easily distracted during math and this impacts their learning.
• [Student] does well on math assignments but struggles with tests. Please make sure they study and prepare for tests as they approach.

Sample report card comments for reading and writing

Just like with math, it’s good to comment on the specific aspects of academics that students are doing well and those that they can work on. Use these comments to explain where a student is in their reading and writing progress.

• [Student] has made great improvements in [spelling, comprehension, reading] and could use support in [spelling, comprehension, reading]. Please reach out if you need supplemental learning materials to use for practice at home.
• [Student] always puts effort into their writing work.

• [Student] is able to take new skills and apply them to writing assignments.
• [Student] is able to offer responses to text and supports ideas with sound reasoning and examples.
• [Student] reads with fluency and comprehension.  
• [Student] is working on reading fluency. They would benefit from reading aloud at home.
• [Student] is able to understand and discuss text read aloud.
• [Student] consistently reads grade-level material.
• [Student] is able to choose books to read that they really enjoy.
• [Student] uses editing skills to edit writing to improve grammar and punctuation.
• [Student] organizes writing well and organizes thoughts into complete paragraphs.

• [Student] is able to analyze character actions and story plots and make inferences from what they read.
• [Student] is thoughtful and insightful in class discussion and written work. They express their ideas clearly.

Sample report card comments about social skills

As much as school is about academics, parents also worry about social skills and how their child is doing in terms of fitting in, making friends, and managing social situations. For some kids, this will be a strength and for some it will be an area of focus, but make sure to include whatever information parents need to know.

• [Student] has made many friends in the classroom.
• [Student] is well liked by classmates.
• [Student] treats other students with empathy and fairness.

• [Student] handles disagreements with peers appropriately.
• [Student] appears comfortable in new situations.
• [Student] chooses to spend free time with friends.

Sample report card comments about communication

Communication is another important skill that students are learning and honing in school that you can report on. Particularly for kids whose communication skills are either a strength or something they need help with, a comment about this can be very helpful to parents.

• [Student] has a well-developed vocabulary.
• [Student] expresses their ideas clearly.
• [Student] has a vibrant imagination and uses their imagination in storytelling and writing.
• [Student] always participates in whole-group discussions.
• [Student] can make a logical and persuasive argument in oral discussion or in writing.

• [Student] listens to the comments and ideas of others without interrupting.
• [Student] is working on participating in class. Please encourage them to raise their hand or engage in group discussion.
• I would love to hear from [student] more. Please encourage them to participate in class.
• [Student] is working on using their words to solve problems/communicate well with peers.

Sample report card comments about group work

Group work gets at a child’s ability to work with peers, solve problems, and communicate. It’s also often a barometer for social skills. Giving comments about group work can tell parents a lot about how their child is able to succeed in teamwork and if there are any red flags.

• [Student] offers constructive suggestions to peers.
• [Student] accepts recommendations of peers and acts on them when appropriate.
• [Student] takes various roles in group work as assigned or as needed.
• [Student] welcomes leadership roles in groups.
• [Student] shows fairness in distributing group tasks.
• [Student] plans and carries out group activities carefully.

• [Student] works democratically with peers.
• [Student] encourages peers during group work.
• [Student] is working on accepting their share of the work during group assignments.

Sample report card comments about time management

Managing time is a skill that gets more and more important as kids move through school, and it is something that all parents can help with at home. Help parents know how their child is doing managing time with these comments.

• [Student] approaches classroom assignments, tasks, and group work in an organized way.
• [Student] is on time and prepared for class each day.
• [Student] works at an appropriate pace.
• [Student] is able to pace their work for long-term assignments.

• [Student] completes makeup work in a timely fashion.
• [Student] is working on using time wisely.
• [Student] is working on managing time, especially when there are multiple tasks to complete during a work period.
• [Student] is working on organizing their materials and using organization to support work completion.

Sample report card comments about work habits

Same as time management, comments about work habits are helpful for parents because they explain how a student is approaching their work and how their academics are impacted because of these habits.

• [Student] is self-motivated.
• [Student] exceeds expectations with the quality of their work.
• [Student] readily grasps new concepts or ideas.
• [Student] produces neat and careful work.

• [Student] checks work thoroughly before submitting it.
• [Student] pays attention to work and submits work that does not have errors.
• [Student] is working on producing neat work.
• [Student] is working on checking work thoroughly before submitting it.
• [Student] is working on submitting work that does not have errors. They frequently require additional review to ensure that all errors are corrected.

Do you have sample report card comments to add? Share them in our We Are Teachers Helpline group on Facebook!

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51 Constructive Feedback Examples for Students

Constructive feedback is feedback that helps students learn and grow.

Even though it highlights students’ weaknesses, it is not negative feedback because it has a purpose. It is designed to help them identify areas for improvement.

It serves both as an example of positive reinforcement and a reminder that there is always room for further improvement. Studies show that students generally like feedback that points them in the right direction and helps them to improve. It can also increase motivation for students.

Why Give Constructive Feedback?

Constructive feedback is given to help students improve. It can help people develop a growth mindset by helping them understand what they need to do to improve.

It can also help people to see that their efforts are paying off and that they can continue to grow and improve with continued effort.

Additionally, constructive feedback helps people to feel supported and motivated to keep working hard. It shows that we believe in their ability to grow and succeed and that we are willing to help them along the way.

How to Give Constructive Feedback

Generally, when giving feedback, it’s best to:

• Make your feedback specific to the student’s work
• Point out areas where the student showed effort and where they did well
• Offer clear examples of how to improve
• Be positive about the student’s prospects if they put in the hard work to improve
• Encourage the student to ask questions if they don’t understand your feedback

Furthermore, it is best to follow up with students to see if they have managed to implement the feedback provided.

General Constructive Feedback Examples for Students

The below examples are general templates that need to be edited so they are specific to the student’s work.

1. You are on the right track. By starting to study for the exam earlier, you may be able to retain more knowledge on exam day.

2. I have seen your improvement over time. As a next step, it is a good idea to…

3. You have improved a lot and should start to look towards taking on harder tasks for the future to achieve more self-development.

4. You have potential and should work on your weaknesses to achieve better outcomes. One area for improvement is…

5. Keep up the good work! You will see better results in the future if you make the effort to attend our study groups more regularly.

6. You are doing well, but there is always room for improvement. Try these tips to get better results: …

7. You have made some good progress, but it would be good to see you focusing harder on the assignment question so you don’t misinterpret it next time.

8. Your efforts are commendable, but you could still do better if you provide more specific examples in your explanations.

9. You have done well so far, but don’t become complacent – there is always room for improvement! I have noticed several errors in your notes, including…

10. It is great that you are trying your best, but don’t stop here – keep pushing yourself to get even better results. It would be good to see you editing your work to remove the small errors creeping into your work…

11. You have put in a lot of hard work, and it is starting to show. One area for improvement is your tone of voice, which sometimes comes across too soft. Don’t be afraid to project your voice next time.

12. You are making good progress, but don’t forget to focus on your weaknesses too. One weakness to focus on is…

13. Your efforts are commendable, but it would have been good to have seen you focus throughout as your performance waned towards the end of the session.

15. While your work is good, I feel you are becoming complacent – keep looking for ways to improve. For example, it would be good to see you concentrating harder on providing critique of the ideas explored in the class.

16. It is great that you are trying your best, but don’t stop here – keep pushing yourself to get even better results! Try to improve your handwriting by slowing down and focusing on every single letter.

17. You have put in a lot of hard work, and it is starting to show. Keep up the good work and you will see your grades slowly grow more and more. I’d like to see you improving your vocabulary for future pieces.

18. You are making good progress, but don’t forget to focus on your weaknesses too. One weakness to focus on is…

19. You have potential and should work on your using more appropriate sources to achieve better outcomes. As a next step, it is a good idea to…

Constructive Feedback for an Essay

1. Your writing style is good but you need to use more academic references in your paragraphs.

2. While you have reached the required word count, it would be good to focus on making sure every paragraph addresses the essay question.

3. You have a good structure for your essay, but you could improve your grammar and spelling.

4. You have made some good points, but you could develop them further by using more examples.

5. Your essay is well-written, but it would be helpful to provide more analysis of the topic.

6. You have answered the question well, but you could improve your writing style by being more concise.

7. Excellent job! You have covered all the key points and your writing is clear and concise.

8. There are a few errors in your essay, but overall it is well-written and easy to understand.

9. There are some mistakes in terms of grammar and spelling, but you have some good ideas worth expanding on.

10. Your essay is well-written, but it needs more development in terms of academic research and evidence.

11. You have done a great job with what you wrote, but you missed a key part of the essay question.

12. The examples you used were interesting, but you could have elaborated more on their relevance to the essay.

13. There are a few errors in terms of grammar and spelling, but your essay is overall well-constructed.

14. Your essay is easy to understand and covers all the key points, but you could use more evaluative language to strengthen your argument.

15. You have provided a good thesis statement , but the examples seem overly theoretical. Are there some practical examples that you could provide?

Constructive Feedback for Student Reports

1. You have worked very hard this semester. Next semester, work on being more consistent with your homework.

2. You have improved a lot this semester, but you need to focus on not procrastinating.

3. You are doing well in most subjects, but you could improve your grades by paying more attention in class and completing all your homework.

4. You are doing well in most subjects, but you could still improve your grades by studying more and asking for help when you don’t understand something.

5. You have shown great improvement this semester, keep up the good work! However, you might want to focus on improving your test scores by practicing more.

6. You have made some good progress this semester, but you need to continue working hard if you want to get good grades next year when the standards will rise again.

7. Next semester, focus on completing all your homework on time and paying more attention in class.

8. You have worked hard this semester, but you could still improve your grades by taking your time rather than racing through the work.

9. Next semester, focus on completing all your homework in advance so you have time to check it over before submission.

10. While you usually understand the instructions, don’t forget to ask for help when you don’t understand something rather than guessing.

11. You have shown great improvement this semester, but you need to focus some more on being self-motivated rather than relying on me to keep you on task.

Constructive feedback on Homework

1. While most of your homework is great, you missed a few points in your rush to complete it. Next time, slow down and make sure your work is thorough.

2. You put a lot of effort into your homework, and it shows. However, make sure to proofread your work for grammar and spelling mistakes.

3. You did a great job on this assignment, but try to be more concise in your writing for future assignments.

4. This homework is well-done, but you could have benefited from more time spent on research.

5. You have a good understanding of the material, but try to use more examples in your future assignments.

6. You completed the assignment on time and with great accuracy. I noticed you didn’t do the extension tasks. I’d like to see you challenging yourself in the future.

Related Articles

• Examples of Feedback for Teachers
• 75 Formative Assessment Examples

Giving and receiving feedback is an important part of any learning process. All feedback needs to not only grade work, but give advice on next steps so students can learn to be lifelong learners. By providing constructive feedback, we can help our students to iteratively improve over time. It can be challenging to provide useful feedback, but by following the simple guidelines and examples outlined in this article, I hope you can provide comments that are helpful and meaningful.

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 5 Top Tips for Succeeding at University
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 50 Durable Goods Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 100 Consumer Goods Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 30 Globalization Pros and Cons

2 thoughts on “51 Constructive Feedback Examples for Students”

Very helpful to see so much great developmental feedback with so many different examples.

Great examples of constructive feedback, also has reinforced on the current approach i take.

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• Utility Menu

• Writing Center
• Writing Program
• Responding to Student Writing

PRINCIPLES OF RESPONDING TO STUDENT WRITING

Your comments on student writing should clearly reflect the hierarchy of your concerns about the paper. Major issues should be treated more prominently and at greater length; minor issues should be treated briefly or not at all. If you comment extensively on grammatical or mechanical issues, you should expect students to infer that such issues are among your main concerns with the paper. It is after all not unreasonable for students to assume that the amount of ink you spill on an issue bears some relationship to the issue’s importance.

It is often more helpful to comment explicitly, substantively, and in detail about two or three important matters than it is to comment superficially about many issues. Many veteran readers find the experience of responding to student writing to be one of constantly deciding not to comment on less important issues. Such restraint allows you to focus your energies on just a few important points and also tends to yield a cleaner and more easily intelligible message for students.

Some suggestions for writing comments follow.

READING THE PAPER

You may want to skim through four or five papers to get a sense of the pile before reading and grading any single paper. Many instructors read each paper once through to grasp the overall argument before making any marks. Whether skimming on a first time through or reading carefully, you might keep the following categories in mind, which will help you assess the paper’s strengths and weaknesses:

• Thesis: Is there one main argument in the paper? Does it fulfill the assignment? Is the thesis clearly stated near the beginning of the paper? Is it interesting, complex? Is it argued throughout?
• Structure: Is the paper clearly organized? Is it easy to understand the main point of each paragraph? Does the order of the overall argument make sense, and is it easy to follow?
• Evidence and Analysis: Does the paper offer supporting evidence for each of its points?Does the evidence suggest the writer’s knowledge of the subject matter? Has the paper overlooked any obvious or important pieces of evidence? Is there enough analysis of evidence? Is the evidence properly attributed, and is the bibliographical information correct?
• Sources: If appropriate or required, are sources used besides the main text(s) under consideration? Are they introduced in an understandable way? Is their purpose in the argument clear? Do they do more than affirm the writer’s viewpoint or represent a “straw person” for knocking down? Are responsible inferences drawn from them? Are they properly attributed, and is the bibliographical information correct?
• Style: Is the style appropriate for its audience? Is the paper concise and to the point? Are sentences clear and grammatically correct? Are there spelling or proofreading errors?

WRITING A FINAL COMMENT

Y our final comment is your chance not only to critique the paper at hand but also to communicate your expectations about writing and to teach students how to write more effective papers in the future.

The following simple structure will help you present your comments in an organized way:

• Reflect back the paper’s main point. By reflecting back your understanding of the argument, you let the student see that you took the paper seriously. A restatement in your own words will also help you ground your comment. If the paper lacks a thesis, restate the subject area.
• Discuss the essay’s strengths. Even very good writers need to know what they’re doing well so that they can do it again in the future. Remember to give specific examples.
• Discuss the paper’s weaknesses, focusing on large problems first. You don’t have to comment on every little thing that went wrong in a paper. Instead, choose two or three of the most important areas in which the student needs to improve, and present these in order of descending importance. You may find it useful to key these weaknesses to such essay elements as Thesis, Structure, Evidence, and Style. Give specific examples to show the student what you’re seeing. If possible, suggest practical solutions so that the student writer can correct the problems in the next paper.
• Type your final comments if possible. If you handwrite them, write in a straight line (not on an angle or up the side of a page), and avoid writing on the reverse side; instead, append extra sheets as needed. The more readable your comments are, the more seriously your students are likely to take them.

MARGINAL COMMENTS

While carefully reading a paper, you’ll want to make comments in the margins. These comments have two main purposes: to show students that you attentively read the paper and to help students understand the connection between the paper and your final comments. If you tell a student in the final comment that he or she needs more analysis, for example, the student should be able to locate one or more specific sites in the text that you think are lacking.

SOME PRINCIPLES FOR MAKING MARGINAL COMMENTS

• Make some positive comments. “Good point” and “great move here” mean a lot to students, as do fuller indications of your engagement with their writing. Students need to know what works in their writing if they’re to repeat successful strategies and make them a permanent part of their repertoire as writers. They’re also more likely to work hard to improve when given some positive feedback.
• Comment primarily on patterns—representative strengths and weaknesses. Noting patterns (and marking these only once or twice) helps instructors strike a balance between making students wonder whether anyone actually read their essay and overwhelming them with ink. The “pattern” principle applies to grammar and other sentence-level problems, too.
• Write in complete, detailed sentences. Cryptic comments—e.g., “weak thesis,” “more analysis needed,” and “evidence?”—will be incompletely understood by most students, who will wonder, What makes the thesis weak? What does my teacher mean by “analysis”? What about my evidence? Symbols and abbreviations—e.g., “awk” and “?”—are likewise confusing. The more specific and concrete your comments, the more helpful they’ll be to student writers.
• Ask questions. Asking questions in the margins promotes a useful analytical technique while helping students anticipate future readers’ queries.
• Use a respectful tone. Even in the face of fatigue and frustration, it’s important to address students respectfully, as the junior colleagues they are.
• Write legibly (in any ink but red). If students have to struggle to decipher a comment, they probably won’t bother. Red ink will make them feel as if their essay is being corrected rather than responded to.
• Pedagogy Workshops
• Commenting Efficiently
• Designing Essay Assignments
• Vocabulary for Discussing Student Writing
• Guides to Teaching Writing
• HarvardWrites Instructor Toolkit
• Additional Resources for Teaching Fellows

• Collaboration is Essential for Success
• Meet the Author of this Blog-Denise Ball
• Unlock the Teacher…

100 Positive Comments to Utilize when Referencing Student Behavior

100 Positive Student Comments to Utilize with Parents

http://www.educationworld.com/a_curr/profdev/profdev148.shtml   (Jan. 23, 2012)

Recommended by Jen J., a third grade teacher in Michigan .

The student :

• is an enthusiastic learner who seems to enjoy school
• exhibits a positive outlook and attitude in the  classroom
• appears well rested and ready for each day’s activities
• shows enthusiasm for classroom activities
• shows initiative and looks for new ways to get involved
• uses instincts to deal with matters independently and in a positive way
• strives to reach his (or her) full potential
• is committed to doing his (or her) best
• seeks new challenges
• takes responsibility for his (or her) learning

The student:

• cooperates consistently with the teacher and other students
• transitions easily between classroom activities without distraction
• is courteous and shows good manners in the classroom
• follows classroom rules
• conducts himself (or herself) with maturity
• responds appropriately when corrected
• remains focused on the activity at hand
• resists the urge to be distracted by other students
• is kind and helpful to everyone in the classroom
• sets an example of excellence in behavior and cooperation
• shows respect for teachers and peers
• treats school property and the belongings of others with care and respect
• is honest and trustworthy in dealings with others
• displays good citizenship by assisting other students
• joins in school community projects
• is concerned about the feelings of peers
• faithfully performs classroom tasks
• can be depended on to do what he (or she) is asked to do
• seeks responsibilities and follows through
• is thoughtful in interactions with others

Communication Skills

• has a well-developed vocabulary
• chooses words with care
• expresses ideas clearly, both verbally and through writing
• has a vibrant imagination and excels in creative writing
• has found his (or her) voice through poetry writing
• uses vivid language in writing
• writes clearly and with purpose
• writes with depth and insight
• can make a logical and persuasive argument
• listens to the comments and ideas of others without interrupting
• offers constructive suggestions to peers to enhance their work
• accepts the recommendations of peers and acts on them when appropriate
• is sensitive to the thoughts and opinions of others in the group
• takes on various roles in the work group as needed or assigned
• welcomes leadership roles in groups
• shows fairness in distributing group tasks
• plans and carries out group activities carefully
• works democratically with peers
• encourages other members of the group
• helps to keep the work group focused and on task

Interests and Talents

• has a well-developed sense of humor
• holds many varied interests
• has a keen interest that has been shared with the class
• displays and talks about personal items from home when they relate to topics of study
• provides background knowledge about topics of particular interest to him (or her)
• has an impressive understanding and depth of  knowledge about his (or her) interests
• seeks additional information independently about classroom topics that pique interest
• reads extensively for enjoyment
• frequently discusses concepts about which he (or she) has read
• is a gifted performer
• is a talented artist
• has a flair for dramatic reading and acting
• enjoys sharing his (or her) musical talent with the class

Participation

• listens attentively to the responses of others
• follows directions
• takes an active role in discussions
• enhances group discussion through insightful comments
• shares personal experiences and opinions with peers
• responds to what has been read or discussed in class and as homework
• asks for clarification when needed
• regularly volunteers to assist in classroom activities
• remains an active learner throughout the school day

Social Skills

• makes friends quickly in the classroom
• is well-liked by classmates
• handles disagreements with peers appropriately
• treats other students with fairness and  understanding
• is a valued member of the class
• has compassion for peers and others
• seems comfortable in new situations
• enjoys conversation with friends during free periods
• chooses to spend free time with friends

Time Management

• tackles classroom assignments, tasks, and group work in an organized manner
• uses class time wisely
• arrives on time for school (and/or class) every day
• is well-prepared for class each day
• works at an appropriate pace, neither too quickly or slowly
• completes assignments in the time allotted
• paces work on long-term assignments
• sets achievable goals with respect to time
• completes make-up work in a timely fashion

Work Habits

• is a conscientious, hard-working student
• works independently
• is a self-motivated student
• consistently completes homework assignments
• puts his (or her) best effort into homework assignments
• exceeds expectations with the quality of his (or her) work
• readily grasps new concepts and ideas
• generates neat and careful work
• checks work thoroughly before submitting it
• stays on task with little supervision
• displays self-discipline
• avoids careless errors through attention to detail
• uses free minutes of class time constructively
• creates impressive home projects

Positive words go a long way in educating a child and building relationships. When we create positive school and classroom environments, the learning experience is enhanced.

May we continue to seek knowledge in all things,

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79 responses to “ 100 Positive Comments to Utilize when Referencing Student Behavior ”

Display self discipline

Please also add the feedback on their behaviour.

Can I use this in a school program that gives positive feedback to students in a faith based kindness campaign

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85 Teachers’ Comments On Students’ Progress: Art of Feedback

Teachers play a pivotal role in shaping the minds and futures of their students. Beyond imparting knowledge, they provide guidance, support, and, most importantly, Teachers’ Comments On Students’ Progress.

Whether it’s through a quick comment on an assignment or a heartfelt remark during parent-teacher conferences, these comments hold immense power. They can motivate, inspire, and ignite a passion for learning within students’ platforms .

In this blog post, we delve into the world of teachers’ comments on students ‘ progress, exploring the impact they have on educational journeys and the strategies teachers employ to deliver effective feedback.

Get ready to uncover the secrets behind these influential remarks and discover how they shape the growth and development of young minds.

Short Remarks For Students’ Performance

As educators, one of our greatest joys is witnessing the growth and accomplishments of our students. Whether it’s a successful presentation, a well-written essay, or a remarkable display of creativity, celebrating their achievements is essential. While lengthy feedback has its place, there are times when a short, impactful remark can leave a lasting impression on a student’s confidence and motivation.

These concise and powerful comments are designed to acknowledge their efforts, recognize their progress, and encourage them to reach even greater heights. Get ready to inspire and uplift your students with these carefully crafted remarks that pack a punch in just a few words.

1. Outstanding work! Your performance truly stood out among your peers. Keep up the exceptional effort.

2. Impressive job! Your dedication and hard work are evident in your remarkable performance. Well done!

3. Bravo! You showcased incredible talent and skill in your performance. Your commitment to excellence is inspiring.

4. Congratulations on a job well done! Your performance demonstrated great creativity and originality. Keep up the fantastic work.

5. You nailed it! Your performance was executed with precision and finesse. Your attention to detail is commendable.

6. Well-deserved applause! Your performance displayed a high level of professionalism and expertise. You should be proud of your achievements.

7. You’ve hit a home run! Your performance was exceptional and left a lasting impact on the audience. Keep shining brightly.

8. A standing ovation for your outstanding performance! Your dedication and passion were evident in every moment. Congratulations on a job well done.

9. You’re a star! Your performance was captivating and showcased your immense talent. Keep nurturing your gifts and reaching for the stars.

10. Incredible job! Your performance was a testament to your hard work and determination. Your growth and progress are truly remarkable.

11. Well done! Your performance demonstrated great poise and confidence. Your stage presence is remarkable.

12. You’ve set the bar high with your exceptional performance! Your talent and skill continue to amaze us. Keep pushing your boundaries.

13. A round of applause for your outstanding performance! Your creativity and originality shone through in every aspect. Keep exploring and expressing your unique voice.

14. Spectacular job! Your performance was filled with energy and passion. Your enthusiasm is contagious.

15. You’ve exceeded expectations with your exceptional performance! Your dedication and growth are truly commendable. Keep up the fantastic work.

Teachers’ Comments On Students’ Progress Report

Teachers’ comments on students’ progress reports hold a significant place in the educational journey of each student. These remarks not only provide valuable insights into their academic performance but also serve as a reflection of their growth, strengths, and areas of improvement.

As educators, it is our responsibility to craft meaningful and constructive comments that inspire and guide our students toward continuous progress. These carefully tailored comments are designed to provide specific feedback, highlight achievements, and offer suggestions for further development.

Get ready to empower your students with these comprehensive and impactful comments that nurture their potential and encourage their continued success . Let’s dive in and explore the transformative power of teachers ‘ comments on students’ progress reports.

1. Your dedication and hard work are evident in your progress.

2. You consistently demonstrate a positive attitude towards learning.

3. Your ability to ask thoughtful questions and actively participate in class discussions is commendable.

4. I appreciate your effort in completing assignments on time.

5. You have shown significant improvement in [specific subject or skill].

6. Your creativity and originality shine through in your projects. Keep exploring your unique ideas.

7. I’m impressed with your problem-solving skills. You approach challenges with a strategic mindset.

8. Your attention to detail is exceptional. It reflects in the quality of your work.

9. You have developed strong organizational skills, which contribute to your success in managing assignments and deadlines.

10. Your active participation in group activities and collaboration with peers is commendable.

11. I can see the growth in your critical thinking abilities. You are becoming a more analytical and reflective learner.

12. Your written communication skills have improved significantly. Your ideas are expressed clearly and coherently.

13: You have shown great progress in your reading comprehension skills.

14. Your willingness to take risks and step out of your comfort zone is admirable.

15: Your leadership skills are evident in group projects. Your ability to guide and inspire others is remarkable.

16. You demonstrate resilience and determination when faced with challenges. Your perseverance is commendable.

17. I appreciate your respectful and inclusive behavior toward your peers. You create a positive and welcoming classroom environment.

18. Your active engagement in extracurricular activities demonstrates a well-rounded approach to your education.

19. You have made significant progress in [specific skill or subject].

20. Your enthusiasm for learning is contagious . Your passion inspires others around you.

Positive Comments For Students’ Performance

In the realm of education, fostering a positive and encouraging atmosphere is paramount to the success and growth of our students. Positive comments on students’ performance have the incredible power to uplift, motivate, and inspire young minds.

These comments not only celebrate their achievements but also fuel their confidence, self-esteem, and love for learning. Get ready to inspire and empower your students with these uplifting comments that celebrate their unique talents and encourage them to reach for the stars.

Let’s embark on this journey of positivity and discover the transformative impact of positive comments on students’ performance.

1. You showcased exceptional talent and dedication in your performance.

2. Your creativity and originality brought a unique perspective to your performance. Keep exploring your artistic abilities.

3. Your attention to detail and precision in your performance was outstanding. You should be proud of your meticulous work.

4. You demonstrated great teamwork and collaboration, making the performance even more impactful.

5. Your confidence on stage was remarkable. You truly owned your performance and captivated the audience.

6. You exhibited resilience and determination in overcoming challenges during your performance. 

7. Your performance radiated with passion and enthusiasm. Your love for what you do shines through.

8. You brought joy and positive energy to the stage. Your infectious enthusiasm had a powerful impact on the audience.

9. Your performance showcased exceptional growth and improvement. Your dedication to practice and self-improvement is evident.

10. Your ability to connect with the audience during your performance was remarkable.

11. You demonstrated great adaptability and quick thinking in handling unexpected situations during your performance.

12. Your performance was a true reflection of your hard work and commitment.

13. You exhibited exceptional musicality and artistry in your performance.

14. Your performance exuded confidence and charisma. You have a natural stage presence that captivates the audience.

15. You embraced challenges with a positive attitude, turning them into opportunities for growth and learning.

Good Remarks For Students

Related Article: Teacher Appreciation Letter: Tips And Templates

When it comes to student assessments, report cards serve as valuable tools to provide feedback on academic progress and areas of improvement. For students who may be facing challenges or struggling academically, it is essential to approach their report card remarks with empathy, support, and constructive guidance.

Our goal is to inspire and uplift these students, nurturing their potential and guiding them toward a path of improvement. Let’s embark on this journey of support and discover the transformative impact of constructive remarks for weak students on their educational journey.

1. You have shown effort in your studies, and I commend your determination to improve.

2. It is clear that you are facing challenges in [specific subject]. Let’s work together to develop strategies to overcome these difficulties.

3. I appreciate your perseverance despite the obstacles you encounter. Let’s focus on finding solutions and building a strong foundation.

4. Your engagement in class has room for improvement. Let’s explore ways to increase your participation and active involvement in learning.

5. I recognize your willingness to seek help and ask questions when needed. Keep utilizing available resources to enhance your understanding.

6. Consistency in completing assignments and submitting work on time will greatly contribute to your progress. Let’s prioritize and manage our time effectively.

7. It is important to develop strong study habits and techniques. Let’s explore different strategies that align with your learning style.

8. Your focus during class can be enhanced. Let’s work on minimizing distractions and practicing active listening to optimize your learning experience.

9. Let’s identify specific areas of weakness and tailor our efforts to address them. I am here to support you in your academic journey.

10. Your growth mindset is crucial in overcoming challenges. Embrace the concept of learning from mistakes and see them as opportunities for improvement.

11. Setting realistic goals and monitoring your progress will help you track your improvement. Let’s establish achievable milestones together.

12. Forming positive study habits outside of the classroom will greatly contribute to your academic success. Let’s discuss strategies for effective independent study .

13. Improving your organizational skills will benefit your overall performance. Let’s work on developing systems that will help you stay on top of your assignments.

14. Taking small steps towards improvement is important. Celebrate your successes, no matter how small, and let them motivate you to keep moving forward.

15. Remember, you have a support system in place. Let’s communicate regularly and address any concerns or questions you may have. Together, we can overcome obstacles and foster your academic growth.

Comments On Areas Of Improvement For Students

Conclusion: teachers’ comments on students’ progress.

We have explored the invaluable role of teachers’ comments on students’ progress. From celebrating achievements to providing guidance for improvement, these remarks hold the power to inspire, motivate, and shape the educational journey of students.

We have witnessed the transformative impact of positive comments that acknowledge strengths, encourage growth, and foster a love for learning. We have also delved into the importance of constructive feedback that addresses areas of improvement with empathy and guidance, empowering students to overcome challenges and reach their full potential.

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When to Give Praise and How to Compliment Your Students — 75 Encouraging Comments for Students

Too often, students associate schoolwork with negative feedback: the corrections that they get from teachers when they do something wrong. While correcting work with an eye toward improvement is important, students also need positive feedback to nurture their self-worth and to see their work in a positive light. Your opinion as a teacher is valuable to the students that you teach, so making a point to compliment and praise them is a vital part of their growth and education.

The video below gives some great examples of how to compliment students and shows what big difference praises can make:

If you are confused while giving praise, you may take a SEL course, this will certainly help you. I add the list of the best courses SEL trainings here .

When to Give Praise

There’s never a bad time to give your students compliments! However, there are certain scenarios in which praise is most effective:

• when a student puts forth extra effort
• when a student masters a particular skill or concept
• when a student’s work goes above and beyond the expectation
• when a student sets or reaches a goal
• when a student exhibits a positive behavior

Compliments can be given at any time, so always be on the lookout for moments when a student’s work or behavior warrants a little bit of praise. This is particularly important when assessing their work. When grading a test or paper, be sure to include comments on what the student did well just as often as you correct things that could have been done better.

5 Steps to Effective Praise

It’s not enough to just give compliments to students — they need to be the right compliments! Follow these five steps to give the best praise to every student:

1. Be Specific

It’s easy to fall back on old standards like “Good job” or “Nice work.” However, these compliments are so cliché that students barely notice them. In addition, these phrases don’t tell the student what they did to earn the praise.

One of the greatest benefits of using compliments in your feedback is that students know what they did well, so they know that they should repeat those behaviors to continue excelling in the classroom. In addition, specific compliments will stick in their memory much longer, extending the benefits to their self-esteem.

2. Praise the Process

While it is important to give praise when assessing a student’s performance, don’t focus solely on the outcome.

Is a student putting forth extra effort to study for an exam? Is a student being creative in their use of resources? Is a student staying highly organized while working on a project? All of these are great examples of behaviors that you can complement!

3. Be Genuine

Lack of sincerity is a surefire way for a compliment to backfire. A false compliment is worse than none at all for building relationships with your class. Students can tell if you aren’t being genuine, so only compliment them when they’ve done something that actually warrants praise.

Besides, one of the most important reasons to compliment students is to encourage them to repeat positive behaviors; if your compliments aren’t genuine, you may end up making a negative behavior worse.

4. Be Sensitive

It’s important to get to know your students and to compliment them in ways that are comfortable for them. For example, some students love being the center of attention, while others shy away from the spotlight. Praising a wallflower in front of the whole class might make them uncomfortable, so stick to praising them one-on-one or in writing.

It’s also important to be aware of cultural issues; be careful of compliments that may serve to reinforce stereotypes. For example, telling a female student that you can’t believe how good she is at math or science reinforces the stereotype that girls aren’t as proficient in these subjects as boys.

5. Avoid Comparisons

It may seem great to tell a student that they had the highest test score in the class, but compliments that compare students to one another can actually do more harm than good. While it may feel good to the top performer, it can be detrimental to the rest of the class.

In addition, these types of compliments encourage competition, which isn’t ideal for learning. Students should be able to focus on learning the material without worrying about whether they’re doing it better than everyone else. Treat each student as an individual without comparing them to others.

Fun Fact : Just as it is important to praise students from time to time, it is likewise imperative to show gratitude to teachers from time to time as well. Teachers come in different forms; hence, the students’ thankfulness should be geared toward complimenting instead of comparing one against the other. Read my blog here: Thank You Note To Teacher .

Best Compliments for Students from Teachers

Let’s take a look at some examples of the best ways to compliment your students to ensure that your feedback is effective:

Student Performance: Effort

Use these compliments when a student goes the extra mile and puts in a lot of effort:

• You’re really working hard today
• That’s coming along nicely
• You must have been practicing
• You really went the extra mile
• I’m happy to see you working like that
• I’m proud of the work you did today
• This is the best you’ve ever done
• That’s quite an improvement
• I can see your hard work in this assignment
• You haven’t quit even on this tough problem
• Keep using those great strategies
• You have really grown
• I can see a difference in your work
• I appreciate your hard work
• It’s obvious from your grade that you worked hard to prepare for the quiz
• I saw you tackle that problem over and over until you got it
• I love how hard you’re trying
• It means a lot to me that you don’t give up
• Tell me about all of the hard work you did on this research
• You’ve been working hard on this every day
• You solved this problem with such focus
• Give yourself a hand for the way you handled this lesson
• I sure admire that perseverance.
• This project is coming along well
• Thank you for your hard work

Student Performance: Accuracy

If a student absolutely nailed it, try one of these compliments:

• Your project is first-rate
• I couldn’t have done it better myself
• You haven’t missed a thing
• Great job solving 20 problems correctly
• I didn’t find a single comma error in your paper. Great job!
• Your argument is very clear
• You came up with an excellent answer for that question
• You came up with a thoughtful answer
• You really nailed that experiment
• This was a well-argued paper
• Can you tell me how you came up with that great answer?
• You did every step in this problem just right
• You did a great job answering all parts of the question
• You really paid attention to details
• How did you come up with such a great answer?
• That’s exactly how I would have done it
• I can’t think of any ways to make this essay better
• Your work really got me thinking
• You came up with a really sound hypothesis
• Your arguments did a great job supporting your thesis
• That paragraph was really well organized

Student Performance: Fluency

When a student works hard and gains fluency in a skill, praise them with these compliments:

• You got that done quickly
• You figured that out fast
• You’re learning fast
• You’re catching on quickly
• You’ve got that down pat
• Look at you go
• You wrote nonstop through the writing period. Nice job!
• Nice, you finished on time
• You finished that experiment so quickly
• How did you solve that problem so quickly?
• You did that twice as fast as you did last week
• I’m impressed at how well you did those flash cards
• Great job using mental math
• Wow, you knew that right off the top of your head!

Work Product: Student Goal-Setting

It’s important to make and achieve goals for the future; try some of these goal-oriented compliments:

• You set a goal to complete your outline today, and I can see you’ve done it
• I like it when you make a time management plan
• You finished your essay today just like you wanted. Great job!
• I like that goal you set for yourself
• I’m proud of you for setting such an ambitious goal
• I think completing five problems is a great goal for you
• It’s great that you’re trying to achieve the goal you set for yourself
• That goal will really help you push yourself!

Work Product: Using External Standard

Students do well when they have standards. They do even better when a teacher uses some strategies for students to keep on task and standards, and you may read them in this article . Use one of these compliments when a student meets or achieves a standard:

• You just showed mastery on the grade’s math standards
• You did a great job including all the parts of a thesis
• Thank you for following the directions so carefully
• You did exactly what the directions said
• This is the kind of essay they’re looking for on the state exams
• This is great SAT vocabulary you used in your essay
• You learned all of the math concepts you’ll need for the test

Final Thoughts

While pointing out mistakes and potential for improvement is sometimes easier than finding ways to praise students, it shouldn’t be the sole focus of your feedback. Learning to compliment students regularly requires a shift in your mindset, but with regular practice, it can become an important part of how you interact with your class. Praise helps students know what they’ve done well and is important for their self-esteem and growth. Teachers are role models; never underestimate just how important your words are.

Last Updated on July 25, 2022 by Emily

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Emily is an active mother of two and a dedicated elementary school teacher. She believes the latest technology has made a huge impact on the quality of early learning and has worked hard to upgrade her classroom and her own children’s learning experience through technology.

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List of Comments for Student Writing

C omments on student writing can be one of the most tedious, frustrating parts of being a teacher. You find yourself writing the same few things repeatedly, and even though there’s probably a rubric that gives substantial feedback, students and parents still expect additional comments that are more tailored to them.

Feedback on writing can be crucial for improvement, but how often do students take the input and apply it to their next piece of writing? Some don’t even read the comments; they just look at the grade, and the paper goes into the recycling bin!

One way to force students to use your feedback is to have them hold onto the last writing assignment or collect it and re-issue it the next time you give a writing assignment. Then, have them attach it to the next piece of writing and see if they have actually applied any of your feedback. Make sure to have “growth” or “applying feedback” as part of the new grade.

But what kind of comments should you be making? This article delves into the various types of constructive comments you can make on student writing.

Argumentative Writing or Debate

Use these comments when students have to write an argument that takes one side of a debate. 

• Organization and Clarity: Viewpoints and responses are clear and organized
• Use of Facts and Examples: Arguments are supported with facts and examples
• Relevance of Supporting Arguments: All supporting arguments are relevant
• Strength of Arguments: All arguments are solid and convincing

Personal Narrative

Use these comments when students have a personal narrative essay, such as the college application essay.

• Organization and Focus: Clear main ideas and supporting details, stays on topic
• Originality: Vivid details, fresh word choice, creativity, risk-taking
• Writer’s Voice: consistent throughout, engaging, conveys individual personality
• Technical Errors: Spelling, grammar, punctuation, usage
• Power overall: exciting topic, clearly developed; holds the attention of the reader

Literary Analysis

Use these comments when students have to analyze literature in any way including identifying and evaluating author’s style or purpose.

• Makes a claim: Clear and specific thesis that accurately identifies how the author used a specific element to achieve a particular purpose
• Uses support: Analysis of the techniques used is thorough and fully explains HOW and WHY the techniques are effective
• Conclusion: effectively sums up your main point and evaluates the effectiveness of the author’s techniques
• Purpose: writing is formal and purposeful, style follows proper grammatical, syntactical, and spelling rules

Fictional Narrative

Use these comments any time students have to write a piece of fiction.

• Uses proper format (font, spacing, heading, original title)
• Length: Minimum of ____words
• Proper use of dialogue
• Vivid Descriptions of characters and setting
• Conventions: The writer uses standard writing conventions effectively and purposefully
• Effect: the story has an intended effect on the reader
• Conclusion: The story feels complete, not as if it needs more details; the conflict has been resolved

Synthesis Essay

A Synthesis essay is a multi-paragraph essay that includes quotes and details for support from two or more sources. 

• Essay contains a logical organizational format with an introduction that ends with the thesis, supporting paragraphs with topic and concluding sentences, a conclusion, and transitions
• Essay incorporates valid and significant support from at least two sources that explicitly connect to add support to the thesis that is cited using the proper citation
• Essay contains sound mechanics, has been proofread, and is free of grammatical and spelling errors

Research Paper

A research paper includes quotes and citations from multiple sources.

• Content/Information: You successfully provide the history or background on the chosen topic. There is evidence that you carefully selected the information provided. All information is accurate, relevant, and engaging
• Organization: You organized the information in a logical, purposeful, and coherent way
• Research and Citations: You carefully researched the topic using reliable sources of information. You included a properly formatted works cited page that lists all sources cited in the paper
• Use of Language: Your writing has been proofread carefully and is generally free of all errors in spelling, punctuation, capitalization, grammar, and usage

General Essay Scoring Rubric

Use this rubric for any general piece of writing.

A paper in this category is outstanding, demonstrating clear and consistent mastery, although it may have occasional errors. Such a paper will:

• effectively and insightfully addresses the writing task, 
• is well organized and fully developed, using clearly appropriate examples to support ideas,
• displays consistent facility in the use of language, demonstrating variety in sentence structure and range of vocabulary.

A paper in this category is effective, demonstrating reasonably consistent mastery, although it will have occasional errors or lapses in quality. Such a paper will:

• effectively addresses the writing task,
• is generally well organized and well developed, using appropriate examples to support ideas,
• displays facility in the use of language, demonstrating some syntactic variety and range of vocabulary.

A paper in this category is competent, demonstrating adequate mastery with occasional errors and lapses in quality. Such a paper will:

• addresses the writing task,
• is organized and adequately developed, using examples to support ideas,
• displays adequate but inconsistent facility in the use of language, presenting some errors in
• grammar or diction present minimal sentence variety

A paper in this category is inadequate but demonstrates developing mastery. Such a paper may contain one or more of the following weaknesses:

• inadequate organization or development
• inappropriate or insufficient details to support ideas
• an accumulation of errors in grammar, diction, or sentence structure

A paper in this category is seriously limited, demonstrating little mastery. Such a paper is flawed by one or more of the following weaknesses:

• poor organization,
• thin development
• little or inappropriate detail to support ideas
• frequent errors in grammar, diction, and sentence structure

As much as students hate to write papers, we hate to grade them. It’s tedious and bordering on torture. But having comments at the ready can speed up the process and even make it more meaningful for those students who choose to actually read and apply the feedback. 

5 effective constructive feedback examples: Unlocking student potential

This video provides an overview of the key features instructors need to know to make best use of Feedback Studio, accessed through the Turnitin website.

At Turnitin, we’re continuing to develop our solutions to ease the burden of assessment on instructors and empower students to meet their learning goals. Turnitin Feedback Studio and Gradescope provide best-in-class tools to support different assessment types and pedagogies, but when used in tandem can provide a comprehensive assessment solution flexible enough to be used across any institution.

By completing this form, you agree to Turnitin's Privacy Policy . Turnitin uses the information you provide to contact you with relevant information. You may unsubscribe from these communications at any time.

Providing constructive feedback examples to students is an important part of the learning journey and is crucial to student improvement. It can be used to feed a student’s love of learning and help build a strong student-teacher relationship. But it can be difficult to balance the “constructive” with the “feedback” in an effective way.

On one hand, we risk the student not absorbing the information, and therefore missing an opportunity for growth when we offer criticism, even when constructive. On the other hand, there is a risk of discouraging the student, dampening their desire to learn, or even harming their self-confidence. Further complicating the matter is the fact that every student learns differently, hears and absorbs feedback differently, and is at a different level of emotional and intellectual development than their peers.

We know that we can’t teach every student the exact same way and expect the same results for each of them; the same holds true for providing constructive feedback examples. For best results, it’s important to tailor how constructive feedback is provided based on content, student needs, and a variety of other factors.

In this blog, we’ll take a look at constructive feedback examples and the value of effective instructor feedback, centering on Dr. John Hattie’s research on “Where to next?” feedback. We’ll also offer key examples for students, so instructors at different grade levels can apply best practices right away.

In 1992 , Dr. John Hattie—in a meta-analysis of multiple scientific studies—found that “feedback has one of the positive influences on student achievement,” building on Sadler’s concept that good feedback can close the gap between where students are and where they aim to be (Sadler, 1989 ).

But before getting too far into specifics, it would be helpful to talk about what “constructive feedback” is. Not everyone will define it in quite the same way — indeed, there is no singular accepted definition of the phrase.

For example, a researcher in Buenos Aires, Argentina who studies medical school student and resident performance, defines it, rather dryly, as “the act of giving information to a student or resident through the description of their performance in an observed clinical situation.” In workplace scenarios , you’ll often hear it described as feedback that “reinforces desired behaviors” or, a definition that is closer to educators’ goals in the classroom, “a supportive way to improve areas of opportunity.”

Hattie and Clarke ( 2019 ) define feedback as the information about a learning task that helps students understand what is aimed to be understood versus what is being understood.

For the purposes of this discussion, a good definition of constructive feedback is any feedback that the giver provides with the intention of producing a positive result. This working definition includes important parts from other, varied definitions. In educational spaces, “positive result” usually means growth, improvement, or a lesson learned. This is typically accomplished by including clear learning goals and success criteria within the feedback, motivating students towards completing the task.

If you read this header and thought “well… always?” — yes. In an ideal world, all feedback would be constructive feedback.

Of course, the actual answer is: as soon, and as often, as possible.

Learners benefit most from reinforcement that's delivered regularly. This is true for learners of all ages but is particularly so for younger students. It's best for them to receive constructive feedback as regularly, and quickly, as possible. Study after study — such as this one by Indiana University researchers — shows that student information retention, understanding of tasks, and learning outcomes increase when they receive constructive feedback examples soon after the learning moment.

There is, of course, some debate as to precise timing, as to how soon is soon enough. Carnegie Mellon University has been using their proprietary math software, Cognitive Tutor , since the mid-90s. The program gives students immediate feedback on math problems — the university reports that students who use Cognitive Tutor perform better on a variety of assessments , including standardized exams, than their peers who haven’t.

By contrast, a study by Duke University and the University of Texas El Paso found that students who received feedback after a one-week delay retained new knowledge more effectively than students who received feedback immediately. Interestingly, despite better performance, students in the one-week delayed feedback group reported a preference for immediate feedback, revealing a metacognitive disconnect between actual and perceived effectiveness. Could the week delay have allowed for space between the emotionality of test-taking day and the calm, open-to-feedback mental state of post-assessment? Or perhaps the feedback one week later came in greater detail and with a more personalized approach than instant, general commentary? With that in mind, it's important to note that this study looked at one week following an assessment, not feedback that was given several weeks or months after the exam, which is to say: it may behoove instructors to consider a general window—from immediate to one/two weeks out—after one assessment and before the next assessment for the most effective constructive feedback.

The quality of feedback, as mentioned above, can also influence what is well absorbed and what is not. If an instructor can offer nuanced, actionable feedback tailored to specific students, then there is a likelihood that those students will receive and apply that constructive feedback more readily, no matter if that feedback is given minutes or days after an assessment.

Constructive feedback is effective because it positively influences actions students are able to take to improve their own work. And quick feedback works within student workflows because they 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 that are frustrated, discouraged, or defeated tend to struggle. That said, there are plenty of studies to point to as reference — this 2007 study review and this study from 2010 are good examples — that show exactly that.

How instructors provide feedback to students can have a big impact on whether they are positive and motivated or discouraged and frustrated. In short, constructive feedback sets the stage for effective learning by giving students the chance to take ownership of their own growth and progress.

It’s one thing to know what constructive feedback is and to understand its importance. Actually giving it to students, in a helpful and productive way, is entirely another. Let’s dive into a few elements of successful constructive feedback:

When it comes to providing constructive feedback that students can act on, instructors need to be specific.

Telling a student “good job!” can build them up, but it’s vague — a student may be left wondering which part of an assessment they did good on, or why “good” as opposed to “great” or “excellent” . There are a variety of ways to go beyond “Good job!” on feedback.

On the other side of the coin, a note such as “needs work” is equally as vague — which part needs work, and how much? And as a negative comment (the opposite of constructive feedback), we risk frustrating them or hurting their confidence.

Science backs up the idea that specificity is important . As much as possible, educators should be taking the time to provide student-specific feedback directly to them in a one-on-one way.

There is a substantial need to craft constructive feedback examples in a way that they actively address students’ individual learning goals. If a student understands how the feedback they are receiving will help them progress toward their goal, they’re more likely to absorb it.

Our veteran Turnitin team of educators worked directly with Dr. John Hattie to research the impact of “Where to next?” feedback , a powerful equation for goal-oriented constructive feedback that—when applied formatively and thoughtfully—has been shown to dramatically improve learning outcomes. Students are more likely to revise their writing when instructors include the following three essential components in their feedback:

• Issue: Highlighting and clearly describing the specific issue related to the writing task.
• Relevance: Aligning feedback explicitly to the stated expectations of the assignment (i.e. rubric).
• Action: Providing the learner with their “next steps,” appropriately guiding the work, but not giving away the answer.

It’s also worth noting that quality feedback does not give the answer outright to the student; rather, it offers guidelines and boundaries so the students themselves can do their own thinking, reasoning, and application of their learning.

As mentioned earlier, it's hard to balance the “constructive” with the “feedback” in an effective way. It’s hard, but it’s important that instructors learn how to do it, because how feedback is presented to a student can have a major impact on how they receive it .

Does the student struggle with self confidence? It might be helpful to precede the corrective part of the feedback acknowledging something they did well. Does their performance suffer when they think they’re being watched? It might be important not to overwhelm them with a long list of ideas on what they could improve.

Constructive feedback examples, while cued into the learning goals and assignment criteria, also benefit from being tailored to both how students learn best and their emotional needs. And it goes without saying that feedback looks different at different stages in the journey, when considering the age of the students, the subject area, the point of time in the term or curriculum, etc.

In keeping everything mentioned above in mind, let’s dive into five different ways an instructor could give constructive feedback to a student. Below, we’ll look at varying scenarios in which the “Where to next?” feedback structure could be applied. Keep in mind that feedback is all the more powerful when directly applied to rubrics or assignment expectations to which students can directly refer.

Below is the template that can be used for feedback. Again, an instructor may also choose to couple the sentences below with an encouraging remark before or after, like: "It's clear you are working hard to add descriptive words to your body paragraphs" or "I can tell that you conducted in-depth research for this particular section."

For instructors with a pile of essays needing feedback and marks, it can feel overwhelming to offer meaningful comments on each one. One tip is to focus on one thing at a time (structure, grammar, punctuation), instead of trying to address each and every issue. This makes feedback not only more manageable from an instructor’s point of view, but also more digestible from a student’ s perspective.

Example: This sentence might be difficult for your readers to understand. Reword this sentence so your meaning is clear to your audience.

Rubrics are an integral piece of the learning journey because they communicate an assignment’s expectations to students. When rubrics are meaningfully tied to a project, it is clear to both instructors and students how an assignment can be completed at the highest level. Constructive feedback can then tie directly to the rubric , connecting what a student may be missing to the overarching goals of the assignment.

Example: The rubric requires at least three citations in this paper. Consider integrating additional citations in this section so that your audience understands how your perspective on the topic fits in with current research.

Within Turnitin Feedback Studio, instructors can add an existing rubric , modify an existing rubric in your account, or create a new rubric for each new assignment.

QuickMark comments are sets of comments for educators to easily leave feedback on student work within Turnitin Feedback Studio.

Educators may either use the numerous QuickMarks sets readily available in Turnitin Feedback Studio, or they may create sets of commonly used comments on their own. Regardless, as a method for leaving feedback, QuickMarks are ideal for leaving “Where to next?” feedback on student work.

Here is an example of “Where to next?” feedback in QuickMarks:

It can be just as helpful to see a non-example of “Where to next?” feedback. In the image below, a well-meaning instructor offers feedback to a student, reminding them of what type of evidence is required in an argumentative essay. However, Issue and Action are missing, which leaves the student wondering: “Where exactly do I need to improve my support? And what next steps ought to be taken?”

Here is a non-example of “Where to next?” feedback in QuickMarks:

As an instructor in a STEM class, one might be wondering, “How do I apply this structure to my feedback?” While “Where to next?” feedback is most readily applied to English Language Arts/writing course assignments, instructors across subject areas can and should try to implement this type of feedback on their assignments by following the structure: Issue + Relevance + Action. Below is an example of how you might apply this constructive feedback structure to a Computer Science project:

Example: The rubric asks you to avoid “hard coding” values, where possible. In this line, consider if you can find a way to reference the size of the array instead.

As educators, we have an incredible power: the power to help struggling students improve, and the power to help propel excelling students on to ever greater heights.

This power lies in how we provide feedback. If our feedback is negative, punitive, or vague, our students will suffer for it. But if it's clear, concise, and, most importantly, constructive feedback, it can help students to learn and succeed.

Study after study have highlighted the importance of giving students constructive feedback, and giving it to them relatively quickly. The sooner we can give them feedback, the fresher the information is in their minds. The more constructively that we package that feedback, the more likely they are to be open to receiving it. And the more regularly that we provide constructive feedback examples, the more likely they are to absorb those lessons and prepare for the next assessment.

The significance of providing effective constructive feedback to students cannot be overstated. By offering specific, actionable insights, educators foster a sense of self-improvement and can truly help to propel students toward their full potential.

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What Students Are Saying About Why School Absences Have ‘Exploded’

Chronic absenteeism has increased in American schools since the Covid-19 pandemic. We asked teenagers what they make of the trend.

By The Learning Network

Nationally, an estimated 26 percent of public school students were considered chronically absent last school year, up from 15 percent before the Covid-19 pandemic, according to the most recent data, from 40 states and Washington, D.C., compiled by the conservative-leaning American Enterprise Institute.

The increases have occurred in districts big and small, and across income and race.

In “​ Why School Absences Have ‘Exploded’ Almost Everywhere ,” Sarah Mervosh and Francesca Paris explain:

The trends suggest that something fundamental has shifted in American childhood and the culture of school, in ways that may be long lasting. What was once a deeply ingrained habit — wake up, catch the bus, report to class — is now something far more tenuous. “Our relationship with school became optional,” said Katie Rosanbalm, a psychologist and associate research professor with the Center for Child and Family Policy at Duke University.

In a related Student Opinion question , we asked teenagers if that explanation resonated with them. Had their relationship to school — and school attendance — changed since the pandemic? And if so, what did they make of this shift?

Many students said, yes, school feels different now. Why? They pointed to remote learning changing their routines, an increase in anxiety and a decrease in motivation, the ease of making up schoolwork online and much more. Read their responses in full below.

Thank you to everyone who participated in the conversation on our writing prompts this week, including students from Central Bucks South High School in Warrington, Pa .; Norwood High School in Norwood, Mass.; and West Salem High School in Salem, Ore.

Please note: Student comments have been lightly edited for length, but otherwise appear as they were originally submitted.

Remote learning made students comfortable with missing school.

I believe that there are two main contributors to missing school too much. The first is online school. Myself included. It was very easy to simply leave the call after taking attendance and the teacher wouldn’t realize. Skipping class was easy and you could still get high grades. Transitioning back to real school, kids still held that true. They knew that they could miss school and still do well because covid taught that to them. The second reason is punishment. When you miss school, nothing happens. Class goes on and you have a little extra homework the next day but that’s it. What is the issue with missing class is a very common thought and it’s true. There is very minimal downside to missing school. When I had surgery, I missed a full week of school and within a day and a half, I was fully caught up again. Missing school has just become all too easy.

— Xavier, Pennsylvania

2020 was when our lives completely changed for the worst. We all had to stay inside and stay separate from each other. It was terrible, not being able to talk to my friends, and seeing the death toll on news constantly rise. However, after a year into the pandemic, I believe students realized the power they now had, including me. Now that I am a highschooler, I am going to admit that sometimes I would just mute my class and do whatever I wanted. School became shorter and easier to pass than ever before. That’s why when we all transitioned back into school, it was weird. We all still wanted to get through class the “easy way,” yet now that we were back, it wasn’t possible. This is why we started increasing our absences. The threat of absence has become weak, students are not as afraid to stay out of school. Furthermore the threat of being infected gave just one more reason to be out of school, for the sake of “preventing others from getting sick,” when in reality you feel fine. That is most likely why the absences in school had an exponential increase.

— Joshua, Pennsylvania

Students feel like expectations are lower than they were before the pandemic.

As a student in high school, I’ve come to realize the horrible state our attendance has been in since the pandemic. The reason can be simplified into one idea: laziness. We are lazy, willing to do only enough to get by, no more, no less. If a student doesn’t need to come to a class to obtain the grade they wish to achieve, then they won’t show up. Classes are not challenging enough to make students feel that they are worth going to. My mom is used to getting texts from me during the school day, begging to be excused from a class where “we’re doing nothing” or, “I already finished the work,” which is true, yet I abuse the opportunity to miss class because I know there will be no greater coincidence, I will still be getting an A. Due to my laziness, I would rather be at home taking a nap than sitting in a class with no greater impact on my life.

— Clara, Salem, Oregon

Since the pandemic, schooling has been focused on getting students caught up to where we’re supposed to be. Consequently, more allowances are made for students who don’t do assignments or don’t even show up. And with the switch to all online because of the pandemic, things have never shifted back. If a student misses a day or even a week, they can easily see what they missed and do it and submit it from home. With this option giving them the exact same grade as it would if they actually went to school, it’s no wonder why students are choosing to stay at home or skipping class. Additionally, the pandemic had heightened anxiety levels in students, specifically social anxiety, making them less likely to show up. The allowances made by the school district for students has created a space for students to be lazy and get away with it. This is fostering a negative impact on student work ethic not only now, but also in the future when this generation will be entering the work force.

— Emma, West Salem High School

The period of school shutdowns got students out of their school routines.

When I think back to virtual learning, my brain automatically goes to how stress free it was. I was in sixth grade when Covid first hit and going through a period of my life where I was extremely anxious at school. I believe that this break is exactly what I needed at the time. However, I do believe that in the long run, this online learning time period got a lot of people into the routine of not having a routine. A lot of people at my school would turn their camera off and fall asleep or go on their phones during online learning. I believe that there were times that I did this as well. I also think that this mindset carried through into the grades where I did not have an online/hybrid option. In eighth and ninth grade, I happened to stay home sick, go into school late, or leave early a lot. I think this is due to me not taking school as seriously due to the grading methods that were being used and how some of my teachers were not grading harshly. Now that I am a sophomore in high school, I think I have finally gotten back into the routine of actual schooling and not staying home sick unless I actually feel extremely sick.

— Madison, Pennsylvania

Before the pandemic and as I was growing up, I was the kind of student that wanted perfect attendance. For some odd reason, it made me feel like a better student if I never missed a day. This included turning my parents down when they offered me to go on trips, even though I was only in fourth grade and the work that I would have missed wouldn’t have made an impact in my academic career. However, after the pandemic school began to feel optional. We felt what it was like to fall out of the routine that going to school was and were never able to fully recover from it. I think that having experienced attending school from your bed, in your pajamas has played a major role in the current trend of students receiving more absences. For me, it made me realize that the “0” next to your number of absences didn’t matter as much as I had once thought. As a now highschooler, the school days are long and every class requires an abundance of work and undivided attention that whenever there is a substitute or not much going on, it is easy to decide to leave school. With senior year approaching, everything’s purpose is college and the fact that colleges aren’t able to see how many absences a student has when they apply, does play a role in the increasing number of absences.

— Ava, Miami Country Day School

Because assignments and other materials are online, students find they can keep up with their classes even if they don’t attend school.

Schools have adjusted rules so much that it makes school feel optional. Don’t want to attend class publicly? Take online classes. Don’t want to take “required” state testing? Opt out. Before, school seemed strict, we didn’t have the option to opt out of tests, we didn’t think of taking online school. Yet now, schools make it so easy to skip because everything is simply online. Our assignments, lectures, and teachers are all online. There are no longer requirements in school. What’s the point of attending if we can graduate without taking state testing or attending advisory — also a requirement, yet I no longer have an advisory because my counselors said I don’t need to take it to graduate. It’s confusing. Students have been enabled for over 4 years now since quarantine started. School doesn’t feel mandatory, it’s optional. I’m currently enrolled into 2 AP classes, so I try my best not to miss school. But it’s inevitable, I get sick, I have family situations or maybe I simply don’t feel like attending school. But I see people skip school like nothing. “I didn’t feel like going” is a constant statement I hear. Not many students have the motivation to attend, and simply don’t go because they have a comfort in their head that they can graduate while missing multiple days of school nearly everyday.

— Olivia, Salem, OR

Current absenteeism rates have significantly impacted my learning experience for the past few years. Since the pandemic, there has been a noticeable shift in the perception of the value of education and whether or not attendance is an important factor in a student’s academic success. In the years following 2020, I found myself struggling to make it to class everyday due to my new found efficiency of working at home with my computer. I felt that even if I was not in class personally, I would be able to keep up with my work easily as it was all online regardless. Due to this I would go on trips or skip class purely because I was under the impression that I would be able to continue achieving virtually.

— Ruby, RFHS

Before the pandemic, my attendance was stable but after the pandemic, my absences were piling on. It was difficult to get back in the rhythm of in person school when I had already done a whole year online, but now my attendance in school is definitely getting better. On the other hand, students in my school tend to miss school and it is a rare sight to see a full class. Some students go as far as showing up to class once a week and just do the classwork online. After the pandemic, schools went from paperwork to all online, which is a big reason why students miss all the time, knowing that school work can just be done at home. It has definitely affected students’ grades and goals in life, but hopefully in the future, absences can lower back down.

— Emily, Atrisco Heritage Academy High School

Going to school, and finding the motivation to have as good an attendance record as possible, now feels like more of a struggle.

As students, we’ve developed a comfort in staying in bed during school without having to get ourselves ready to go outside. We had the ability to wake up five minutes before “school” started to get on our zoom calls. Now, we must wake up an hour and a half prior, and make breakfast and pack lunch, before driving to school. The process is tenuous as the article states, but because we’ve accustomed to a different lifestyle, it just makes this one seem like so much more work. I, myself have noticed my difference in attendance after COVID-19. I used to be very obsessed with perfect attendance, but I had 11 absences in my sophomore year, right after coming back from online school. Nowadays, I’m more lenient on myself when it comes to taking a mental health day, because the process can be overwhelming. School is very important, so of course I try to always come in, but sometimes it can be hard. I have not noticed this trend in the world, as well as with myself until this article. It’s enlightening to know that this had not only an effect on me, but all over the country. Hopefully the rates of absenteeism will decrease as time goes on, because we are the future.

— Anisha, New Jersey

Before virtual learning, I never made much of a habit of not turning in work or showing up for class. It was so much easier then but since virtual learning, it had become incredibly difficult for me to focus as well as keep up motivation to continue school. It was easy to skip and nobody really said much about it so it easily became a bad habit. That bad habit eventually leaked into normal school as well and it always sounds so much easier to break out of than it actually is.

— Tayy, NRHS

As the average high school class skipper (only sometimes), in my personal experience, missing out on classes hasn’t really been because of mental health concerns, but more of just lasting laziness from the pandemic. I feel as though I was relatively hard working in middle school/elementary but after a few years off with only half effort assignments, I have grown to become more sluggish and reluctant when it comes to more advanced work while in school. And it makes the option of missing out on classes because of my own reluctance a lot more appealing.

— Luke, Bali, Indonesia

My schedule during the week is get up, get ready for school, go to school, go home, do homework, go to sleep and then I repeat that everyday for 5 days. As much as I don’t want to dread going to school, it’s exhausting having the same schedule repeated everyday of the week. While in school, you have assignments assigned nearly everyday. I feel as though school has had a change in its meaning because of the COVID-19 pandemic. While in quarantine, we were looking at a screen for the whole day and lacked motivation to get assignments done. When we shifted to in person school again, it didn’t change. I now look at school as a task that I need to complete to shape my future. I need to have all my assignments perfect and turned in on time. The meaning of school has turned into a draining task rather than a place that you look forward to going to.

— Jamisan, Salem, Oregon

Some students face challenges in attending class that may have nothing to do with the pandemic.

I don’t believe that students are skipping because it is so easy to catch up and pass, despite their absences. In fact, I know that a lot of people who skip aren’t passing most of their classes. They do this because their parents don’t hold them accountable, and there is always something deeper going on in that student’s life that makes it that much harder for them to find the motivation to go to class. I don’t think making the classes harder will hold students more accountable, but in fact deter them from going to class at all. If a student is aware that they are failing and doesn’t understand the concept of the class, and the class proceeds to become harder, they are going to quickly become unmotivated to go to class in the first place, feeling out of place compared to the other — passing — students in the class. While I don’t have a solution for this problem, myself, I feel that the problem is much broader than we suspect, and the answer will be a much deeper journey to find.

— Kylie, West Salem HS

Schools can do more to get students back in class.

I attend a French school in London and attendance is closely monitored. Absences have to be justified by your parents or you could get into trouble. I think it’s important to attend school as we did before Covid - because as well as learning the curriculum, it is crucial to socialise with your friends and classmates, which is good for your mental health … I wonder if social media could be a factor? If students did not have access to social media or the internet, would they prefer to be in school with their friends? This increase in absenteeism could affect students’ chances of getting into University when they come to finish school or even their opportunities later in life. Students need to be reminded of this more and more perhaps. School helps you to learn not just about facts but also helps to build your emotional quotient & social intelligence — which are all valuable for life.

— Alexandre 14, London

As a current high school junior, my experiences with skipping have been minimal at best, however, I feel strongly that the reason behind skipping is pretty simple. Students don’t care as much about school and the system encourages it. When faced with the choice of sitting in a class and learning about the Patagorian theorem or hanging out with friends, many students are now choosing the latter. The lack of care or effort being put forth in school doesn’t even affect their grades! This is due to certain classes having minimal grades set at 50%, which is 10% away from a pass. This system is actively encouraging people to put minimal effort into a class just to get a pass and graduate. Removing courses like this would certainly raise the importance of getting the work done. Another solution to this problem would be having attendance as a grade, if your grade depends on you being in classes then most would show up. If you have to show up to class to pass then more students would be inclined to do so. The emphasis is on not bending the knee to people who don’t want to show up to class, not giving them a minimal 50%, we should mark attendance for a passing grade, and letting them fail. If we keep letting students skip with minimal consequences then their attitudes won’t change and thus hinder our students’ growth.

— Henry, Salem, OR

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EPCC Computer Science students attend global symposium for their winning assignment

EL PASO, Texas (KVIA) -- Two EPCC Computer Science students, Ivan Alonso and Emilian Garcia, took their winning assignment, "The Fingerprint Assignment: An Interdisciplinary Assessment for CS I Education" at the Technical Symposium of the Special Interest Group in Computer Science Education in Portland, Oregon.

Alonso and Garcia, with the help of their professor, Dr. Christian Servin, presented their work on March 20th through the 23rd at the symposium.

The team's work was considered among the top six assignments globally for the current year. This is also the first time the session has accepted an assignment from a community college.

Alonso said the work he and Garcia did was challenging, but allowed him to have a deeper understanding of computer science. “Through participation in this research, I discovered knowledge beyond the classroom,” Alonso, said. “Engaging in research exposed me to real world applications and challenges, which fostered a deeper appreciation for the complexities of the field.”

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Valeria Medina

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‘Getting Sold for Money’: White Indiana State University Student Uses Beyoncé Album to Unleash Racist Rant; School Slammed for ‘Weak’ Response

An Indiana University student is facing backlash for her racist remarks on social media, sparking protests on campus. 

“I’m sorry, but if you’re Black, you’re not country. I don’t care,” the student said in the video reshared on TikTok. “I wish I meant that in the nicest way, but babe, I know you were raised in the country or your grandparents were … but they was picking, OK?”

She added, “They wasn’t planting. Just keep that in mind. They wasn’t making money. They were getting sold for money. You ain’t country.”

Her comments were seemingly in response to Beyonce’s record-breaking country album, “Cowboy Carter.” The 27-track highly anticipated project was released on March 29 and included features from Dolly Parton, Willie Nelson, Linda Martell, Miley Cyrus, and Post Malone. Additionally, the mega-star highlighted Black artists — Tanner Adell, Brittney Spencer, Tiera Kennedy, Shaboozy, Willie Jones, and Reyna Roberts.

Indiana State University released a super weak response in regards to one of their students Asa Blanton, who decided to unleash her white supremacist views about Beyoncé and ultimately Black people as a whole. To make matters worse, this clown is an actual Nursing student at the… pic.twitter.com/FwXklTnP34 — Nicole's View 🇺🇲 (@BLKLiberation84) April 9, 2024

The woman was exposed as a nursing student at the Terre Haute-based university, where the student population is mostly white. People also called out how dangerous it would be if she entered the medical field with white supremacist views, pointing out how racism is a public health crisis . 

Demonstrations erupted on campus this week, calling on the school to take action, shouting: “Hate has no place here” and “Silence is violence.”

Learning that my talk with students at Indiana State University inspired them to take direct action against their administration for their lack of care in dealing with a racist whxte students Tik Tok video literally has brought me to tears. pic.twitter.com/eNXd3H33It — Jon Paul, Ed.D. (They/Them/Tired)🏳️‍🌈 (@DoctorJonPaul) April 9, 2024

“We’re here to make sure something like this doesn’t get swept under the rug again. The damage that occurs because of that [the lack of university response] is that students are told silence is OK and that they don’t matter,” Nadia Lomax, a protest organizer, told Indiana Statesman, the university’s newspaper. 

The video was originally posted on Yik Yak, a popular social media app for college students. Protesters made a list of demands for university officials, including that they condemn the video and that the student face consequences. Indiana State University addressed the student’s outcry in a statement on Monday.

“As stated in our University Mission Statement, Indiana State University has a long history of valuing diversity and inclusiveness on our campus. We are aware and continue to monitor the situation involving comments published online by an Indiana State University student,” officials said , per the Terre Haute Tribune-Star. “The student’s comments do not align with our institutional values. We reaffirm our commitment to fostering an inclusive environment. ISU takes incidents of this nature seriously and is committed to ensuring a welcoming environment for everyone.”

However, some people told the Tribune-Star that the response was lackluster: “This should be something that comes out from leadership, and it should be emphatic that this is not tolerated on our campus,” said Darrell Morton Jr., president of the university’s Black Alumni Network.

“What I would like to see is ISU come out and define what their policy is on hate speech. It should be defined,” Morton added.

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SPH Snapshot Early Spring 2024

Posting for Progress: Profiles of SPH’s Student Content Creators

Posting for Progress: Profiles of SPH’s Student Content Creators .

Meet the trio of students crafting reels, infographics, and other fun and engaging social media content to highlight education, research, and practice at the School of Public Health.

Student content creators Gwenyth Ip, Audeaneh Saberi, and Kavya Ganugapati (from left to right) with Summer Kaeppel (second from left), SPH’s social media and digital specialist. Photo by Kelly Culnan.

Megan Jones

The U.S. news media landscape is constantly evolving. News consumption via traditional channels, such as television, radio, and newspapers, is down, while news consumption via digital devices is up. For better or for worse , half of all U.S. adults report getting news from social media, and the proportion is even greater among young people. In this new era of communications, strategies for engaging audiences have changed dramatically, prompting the School of Public Health to enlist new messengers to promote its mission to the masses.

In 2023, SPH welcomed its inaugural cohort of student content creators tasked with crafting reels, infographics, and other fun and engaging social media content to highlight education, research, and practice. What was once largely a solo operation spearheaded by Summer Kaeppel , the social media and digital specialist in SPH’s Office of Marketing and Communications, has since transformed into a collaborative team effort. Now, three students dedicate five to ten hours per week to brainstorming, designing, and producing material for SPH’s Instagram , TikTok , LinkedIn , and Facebook profiles.

“The original reason we sought out student creators was to make our social media presence more representative of who the SPH community is and what it is about,” says Kaeppel. In 2022, 85 percent of current students reported regularly using Instagram, and over 70 percent said they referred to the SPH’s social media accounts as part of their decision-making process to enroll at the school.

“Content creation was the perfect way for me to bridge my passion for public health with making art and engaging with a lot of cool people,” says Kavya Ganugapati , who became SPH’s first student content creator when she began her role in May 2023. “My favorite part is probably getting to talk to different people and making people smile with content.”

Students like Ganugapati, who studies healthcare management in SPH’s Master of Public Health (MPH) program , are uniquely positioned to showcase campus life and translate research for lay audiences—activities essential to building and sustaining trust in public health, which surveys show has declined in recent years.

After the recent Alabama Supreme Court ruling in LePage v. Center for Reproductive Medicine , Ganugapati made a video explaining the watershed decision, which recognizes frozen embryos as children under state law. She expressed gratitude for the opportunity to both hone her video editing skills and learn more about the implications of the ruling from an expert, Nicole Huberfeld , the Edward R. Utley Professor of Health Law, Ethics & Human Rights and co-director of the BU Program on Reproductive Justice .

@bostonusph #CapCut Recently, the Alabama Supreme Court has ruled that frozen embryos created during fertility treatments should be considered children. SPH’s Nicole Huberfeld shares how this decision was reached and the implications that it could have on public health. #publichealth #health #bostonuniversity #news #student ♬ original sound – BU School of Public Health

“Social media provides so much perspective. It can be a great tool for learning and education,” says Audeaneh Saberi , an MPH student in epidemiology and biostatistics . Saberi and Gwenyth Ip , an advertising student in BU’s College of Communication , joined Ganugapati as student content creators in October 2023, rounding out what has since proven to be an all-star team. Kaeppel reports that post engagement (the sum of likes, comments, and saves) on SPH’s Instagram, for example, is up more than 250% from last year.

In her first TikTok for the School and one of her most popular posts to date, Saberi invites viewers to “get ready with her” as she shares her experience as an ex-vaper turned public health student, using the popular #GRWM trend to educate people on the long-term health effects of e-cigarettes, promote stronger consumer protections against dangerous additives used to flavor these products, and encourage users ready to quit.

@bostonusph GRWM while I tell you about my experiences as an ex-vaper turned public health student. You can learn more about studies referenced on our website Bu.edu/SPH #vaping #vapingfacts #bu #publichealth #gradstudent #publichealthstudent #quittingvaping #bostonuniversity #juul #publichealtheducation #fyp ♬ original sound – BU School of Public Health

“We can inform people about what is happening in the world of public health in small digestible ways,” says Saberi. Ip agrees.

“By being able to pair a video or infographic with a research article, I believe it helps visually translate research in a manner that aids understanding. As a visual learner myself, I think there is more we can do to support those who may not fully understand information through words alone,” says Ip. She also points out that because social media is free and open to everyone, posting public health content increases accessibility to information that might otherwise only live in dense academic journals, locked behind paywalls.

“I love that our digital landscape has transformed into a space where people can laugh, be educated, and have a good time,” Ip says. Her favorite creation to date is an infographic she calls “ SPH Wrapped ,” inspired by Spotify Wrapped , the audio streaming service’s viral annual marketing campaign providing listeners with data on their top genres, artists, and other activity over the past year. Ip’s version lists the School’s nine departments as its “top genres” and a selection of students, faculty, and alumni whose work was featured in stories published by SPH in 2023 as its “top artists.”

Another infographic Ip created takes inspiration from the game show Jeopardy to highlight SPH scholarship linking oil and gas flaring and venting activities to $7.4B in health damages. Jonathan Buonocore , an assistant professor of environmental health and a co-author on the study, says the post was “amazing” and gave Ip a “triple A+” for her clever design.

View this post on Instagram A post shared by BU School of Public Health (@busph)

While Kaeppel anticipated that the student creators’ varied experiences and fresh perspectives would amplify the reach and resonance of the SPH scholarship, their influence has exceeded her expectations.

“With their passion and creativity, we have been able to showcase the spectrum of our community’s work. From reproductive health to the public health implications of marketing at the Super Bowl, they let their personal public health interests guide them in creating important, informative, and sometimes funny content,” says Kaeppel. “They are also just fun, intelligent students who have added a lot of meaning to my role as social media specialist. In December 2023, an Instagram reel they all collaborated on garnered over 800k views. It was really exciting to have a ‘viral moment’ like that, and without the students, it would not have been possible.”

With Ganugapati and Saberi poised to graduate in May 2024, Kaeppel is seeking new student content creators to fill their shoes. To learn more about upcoming openings for these and other similar roles, please email [email protected] .

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Writer/Editor, School News

Megan Jones is the writer and editor focusing on school news at the School of Public Health. Profile

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