Learning how to do literature: Reflecting on writing feedback on an introductory-level literature course

In this article, we explore the importance of feedback on students’ literature essays and challenges in encouraging active and transformational engagement with such feedback. In addition to standard practice of student-centred peer review coupled with feedback from teachers, our model consists of a scaffolded pair of reflection tasks that students are required to complete. Based on a study of 245 student reflections submitted in an introductory-level English Literature module at a Swedish university in 2018 to 2019, we propose a model for developing effective feedback practices on student writing.