ABSTRACT
Despite the importance and prevalence of the writing scientists do, often science courses lack writing instruction and instructors lack training in writing pedagogy. Feedback is a hallmark of writing instruction for the positive impact it has on student learning. This chapter focuses specifically on the comments and marks composed by graduate instructors in response to student writing. It reports a training program designed for graduate students who teach writing-intensive introductory biology lab courses. Feedback strategy workshops involved the presentation of a new feedback strategy, followed by peer review of written comments on recently assigned student work. The primary objective of the study was to examine the relationship between GLA perceptions and their students' perceptions of feedback on writing. Scientists must write to publish their research and, especially in the digital age, connect to the public. Therefore, training for science students needs to include opportunities for them to learn, practice, and engage in scientific communication.
