Feedback Language
Q: This phrase is too general: “________ knows that nurture is more important.”
A: Everyone
Q: Is this a suggestion? “You might want to add an example.”
A: Yes.
Q: Replace the informal word: “massive problem.”
A: “significant problem” / “major problem
Q: What is the first thing the tutor asked the student?
A: “Did you enjoy writing it?”
Q: Which verb collocates with “research”?
A: do research
Q: What is the problem with the sentence: “Basically, intelligence is made”?
A: It uses informal language and a vague adverb.
Q: Give one polite student response to a suggestion.
A: “OK, I see.” / “Thank you, that’s helpful.” / “Sorry, what do you mean?”
Q: What is wrong with using “you” in academic writing?
A: It is too informal and conversational.
Q: What does the student do after the tutor gives feedback?
A: Asks for clarification.
Q: Which verb collocates with “intelligence”?
A: develop intelligence
Q: Identify the issue: “If you go to a bad school, you won’t develop properly.”
A: Over‑generalisation and lack of evidence.
Q: Identify the suggestion type: “Could you reorganize this paragraph?”
A: Indirect suggestion using a question.
Q: Rewrite academically: “Basically, everyone knows this.”
A: “It is widely believed that…” or “Many people argue that…”
Q: What stage comes before the tutor suggests improvements?
A: The tutor gives positive and critical feedback.
Q: Which verb collocates with “an assumption”?
A: make an assumption
Q: Name one reason the tutor said the thesis statement needed improvement.
A: It restates the question and adds nothing new.
Q: Rewrite this as a suggestion: “Your vocabulary is too informal.”
A: “Try to use more formal vocabulary.”
Q: Why should rhetorical questions be avoided?
A: They are informal and not typical in academic writing.
Q: What does the tutor say at the end of the tutorial?
A: “Shall we meet again next week at the same time?”
Q: Which verb collocates with “an emphasis”?
A: put an emphasis
Q: What feedback did the tutor give about discourse markers?
A: The student used too many (e.g., “basically,” “furthermore,” “moreover”).
Q: What phrase did the student use to ask for clarification in the transcript?
A: “Sorry, what do you mean?”
Q: Identify two features of good academic style mentioned in the lesson.
A: Formal vocabulary, specific claims, evidence, clear structure, fewer discourse markers.
Q: Put these in order:
2 - 3 - 1 - 4
Q: Fill in the collocation: “have ______ on something.”
A: an impact