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Write feedback on student work that is specific, actionable, and growth-oriented — for essays, projects, code, presentations, and performances.
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Based on SOC occupation classification
Summarize long documents, reports, papers, contracts, or transcripts into clear, actionable briefs without losing critical information.
Draft professional emails for any situation — cold outreach, follow-ups, difficult conversations, proposals, and internal communications.
Transform raw meeting notes, transcripts, or voice memos into structured summaries with decisions, action items, owners, and deadlines.
Structure compelling presentations and slide decks — from pitch decks and keynotes to board reports and training sessions.
Synthesize multiple sources — articles, papers, interviews, data — into a coherent analysis with a clear argument and cited evidence.
Design lesson plans with clear objectives, scaffolded activities, formative checks, and adaptable structure — for any subject and level.
| name | feedback-writer |
| description | Write feedback on student work that is specific, actionable, and growth-oriented — for essays, projects, code, presentations, and performances. |
| version | 1.0.0 |
| author | Gnostor Community |
| license | MIT |
| metadata | {"hermes":{"tags":["education","feedback","grading","writing","assessment","teaching","comments"]}} |
Write feedback that students will actually read and act on. Specific, balanced, focused on the next step — not exhaustive corrections.
Use both layers for substantial work.
Targeted at specific moments — confusion, strong moves, missed opportunities.
[paragraph 2] "This claim is doing real work — but it lands without evidence. What would convince a skeptical reader?"
[paragraph 5] "The transition here jumps. Try: 'If [previous claim] is true, then...'"
[conclusion] "Strong synthesis — you've gone past restating into something new."
A short paragraph at the end that names the throughline.
What's working: [the move or skill that came through]
What to work on next: [1–2 things, with a specific direction]
For the next draft / assignment: [concrete next step]
Strong work: genuine specificity beats generic praise. Say what makes it strong so they can repeat it.
Weak work: lead with what's working — find something. Then name the highest-leverage issue, not every issue. Tone stays direct but never cruel.
First drafts: focus on revision, not polish. Mechanics are wasted effort if structure is going to change.
Final work: assessment + growth-forward. "For the next time you do X..." extends the value past this assignment.
Across language barriers: distinguish idea problems from expression problems. Don't penalize ESL students for grammar when assessing reasoning.