Written feedback is an important but often overlooked aspect of an instructor’s training and responsibilities, even though it is central to student learning. We analyzed 3,071 written instructor comments on a single assignment from 95 sections to understand how immediacy, credibility, and facework are reflected in written feedback. In taking a heuristic approach to data analysis, we found two overarching themes: fostering goodwill and using context-specific feedback. These overlapping themes demonstrated various strategies of instructor immediacy, credibility, and facework that negotiated the instructor–student relationship in conjunction with course content and policies. Examining these themes allowed us to identify strengths and weaknesses in methods of instructor feedback that would not have been visible using traditional quantitative methods of assessment and have practical implications for the administration of our course.

中文翻译：

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通过对书面教师反馈的定性分析，了解教师的即时性，可信度和面对工作的策略

书面反馈是教师培训和职责的重要但经常被忽视的方面，即使它对于学生的学习至关重要。我们分析了95个部分中单个作业的3,071条书面讲师的评论，以了解书面反馈中如何反映即时性，公信力和面部表情。在采用启发式方法进行数据分析时，我们发现了两个总体主题：树立商誉和使用特定于上下文的反馈。这些重叠的主题展示了教师即时性，公信力和面部表情的各种策略，这些策略通过课程内容和政策来协商教师与学生之间的关系。