Essay has 7 feedback categories to help writers get clear, specific insights on every element of their work.
This article provides an overview of how to use each feedback category while peer reviewing someone's writing.
General
The “general” category is intended for high-level feedback associated with the project as a whole, as opposed to a specific phrase, sentence, paragraph or section. This might be the first thing the writer reads before diving into your specific feedback, or it could be the last thing they read after they’ve gone through all your comments. You should therefore use the “general” category to summarize your overall thoughts and feelings about the writer’s work and outline some clear next steps they can take to refine their writing. Whether by offering words of encouragement, or pointing to recurring patterns in their writing (good or bad), your “general” feedback should detail your overall experience reading their work, and give them the constructive push they need to improve their writing. The “general” category can also serve as a catch-all for feedback that doesn’t fit into any of the other categories.
Idea
The “idea” category is for feedback about the ideas and arguments being presented in the piece. A writer should dedicate their work to a central topic they wish to explore, or a question they want to answer. This topic or question should be something that grips them and that they care about.
Throughout the piece, the writer will need to elaborate on the main topic, supporting it with other relevant and connected concepts. While the text needs to be infused with additional information, these elements must be clearly in line with the main idea: there should be a clear, unified message flowing through the argument, narrative, or structure of the writing.
Here are some things to look for when using the “idea” category:
The main idea is clear, succinct, and easy to identify
There is a central idea that runs through the entirety of the piece
The principle idea has been thoroughly explored
There is enough supporting information to offer a complete investigation
All the information being presented is accurate
The supporting information is relevant to the principle idea
Supporting arguments enrich the central idea, taking the piece in an interesting and engaging direction
The information that is presented is important and interesting, and comes together to tell a story
Here are some questions to ask yourself while you are reviewing someone’s writing:
Are all the ideas clear and accurate?
At any given point in the piece, do I understand what the writer is trying to convey?
Does an idea need to be expanded upon?
Does an idea need more supporting evidence?
Would an argument be more relevant / convincing / interesting if it were presented differently?
While reading the piece, am I reminded of other ideas, arguments, or sources that would fit nicely to support the central idea?
Organization
The “organization” category is for feedback about how the writing is structured and how the ideas are ordered. The writer’s arguments or narrative should unfold in a logical manner that is easy to follow and compels the reader to dive deeper into the piece.
A piece of writing needs to be properly organized at multiple levels:
First, the writer’s phrases need to be organized into sentences. The sentences should be grammatically correct, as well as tight, terse, punchy and have impact.
Then, the sentences need to be arranged into paragraphs. Each paragraph should be able to stand alone as a collection of thoughts devoted to one point, with an introductory sentence to transition from the previous paragraph, and a concluding sentence to transition to the next paragraph.
Next, you have paragraphs. The paragraphs should be sequenced so that the essay exists as a coherent and meaningful totality. Each paragraph should be a stepping stone in the piece’s final destination.
In formal styles of writing (like essay writing), there is a rigid approach to how ideas and arguments should be structured. In creative styles, it is much more nuanced — more of an art than a science.
Here are some things to look for when using the “organization” category:
Is there a captivating introduction that engages the reader and succinctly lays out the ground the piece will cover?
Are the ideas and arguments presented in a logical and natural order (i.e. cause-and-effect, problem-solution, chronological etc.)?
Are ideas connected coherently?
Does each section build off the last, or do they feel fragmented and jumbled?
Do the paragraphs transition smoothly from one into the next, or are there abrupt shifts?
Are the transitions effective in guiding the reader through the progression of thought?
Does each paragraph address a single topic?
Is supporting evidence placed strategically to best strengthen the argument?
Which arguments do you find most effective and are they placed strategically to best support the main idea?
Is the structure of sentences and paragraphs easy to follow?
Are the arguments and ideas summarized effectively in a conclusion?]\
Sentence fluency
The “sentence fluency” category is for feedback about sentence rhythm and flow. Sentence fluency refers to how independent words and phrases sound together within a sentence, and how groups of sentences come together when read in sequence. Do the sentences in a composition feel natural, varied, and engaging, or rigid, repetitive, and awkward? Sentence fluency is an important trait to get right: good sentence fluency enhances readability and keeps the reader engaged; whereas poor sentence fluency makes writing feel robotic and hard to follow.
Here are some things to look for when reviewing someone’s writing for sentence fluency:
Sentences should be varied in length.
A mix of short, medium, and long sentences helps keep the writing fresh and unpredictable. Too many long sentences can make writing dense and confusing, whereas too many short sentences can make writing monotonous and jerky. Look at the difference here:
“The storm raged for hours. It whipped up the dark sea into a frenzy. Lightning struck. The wind howled.”
Too many short sentences interrupt the flow of the narrative.
“The storm raged for hours, whipping up the dark sea into a frenzy. Lightning struck. The wind howled.”
A short sentence or two can add a nice emphasis after a longer, descriptive one.
Sentences should be varied in structure and complexity
Using different structures creates texture and depth to the writing.
Here are some examples of some sentence structures:
Simple sentence:
Contains an independent clause with a subject and a predicate, creating a complete thought.
“The dog slept on the rug”
Compound sentence:
Combines two or more independent clauses that are connected by a coordinating conjunction (e.g. and, or, but, so) or a semicolon.
“I was tired, but I kept working.”
Complex sentence:
Includes an independent clause and a dependent clause (a phrase that can’t stand alone as a complete thought), often connected by a subordinating conjunction (because, although, when, while, if, since etc.) or relative pronoun (who, which, that).
“Although it was boring, we sat through the whole lecture.”
Independent clause: we sat through the whole lecture
Dependent clause: Although it was boring
Connection: Although
Compound-complex sentence:
A compound-complex sentence combines at least two independent clauses and one or more dependent clauses. This structure lets writers intertwine connected ideas into a single, cohesive sentence.
“When the power went out, we lit candles around the house, and the kids told scary stories.”
Independent clause 1: “we lit candles around the house”
Independent clause 2: “the kids told scary stories”
Dependent clause: “When the power went out”
Connection: “When”
Compare these two examples:
“There was a cool breeze. The lake was calm. The sun rose over the trees. Birds woke up. They started singing.”
Many simple sentences one after the other. Ideas are easy to follow, and sentences are all grammatically correct. But there is no rhythm or flow to the writing.
“A cool breeze drifted over the calm waters of the lake as the sun rose over the trees. The birds started to sing as they awoke. Their songs danced in my ears.”
A variety of simple and complex sentences gives the snippet some texture, rhythm and nuance.
Sentences should start with different words
Starting sentences with the same word repeatedly makes the writing feel choppy and awkward.
Consider these examples:
“Mr. Smith was a geography teacher. He taught at the local high school. He was well-liked by the students because of his goofy sense of humour. He was known for his incredible knowledge of “The Simpsons.” He often quizzed the students about obscure Simpson’s quotes.”
The constant use of the word “he” makes the passage feel clunky.
“Mr. Smith was a geography teacher at the local high school. He was well-liked by the students because of his goofy sense of humour. Known for his incredible knowledge about “The Simpsons,” Mr. Smith often quizzed the students about obscure Simpson’s quotes.”
Starting each sentence with a different word or phrase gives the passage some flow.
Sentences should include transitions and connectors
Words like “because,” “therefore,” “however,” “although,” “meanwhile,” or “finally” connect ideas within and between sentences, helping guide the reader fluidly through the text. Without these transitions, sentences can feel rugged and broken.
For example:
He was cold. He put on a sweater.
He was cold so he put on a sweater.
We didn’t have much food. I used what we had to whip together a stir fry.
Although we didn’t have much food, I used what we had to whip together a stir fry.
Descartes questioned everything he had once believed. He doubted the evidence of his senses. He rejected the authority of past knowledge. He wanted to find something absolutely certain. He discovered that the one thing he could not doubt was that he was thinking. He concluded that because he was thinking, he must exist.
Descartes questioned everything he had once believed, including the evidence provided by his senses. Because he sought a foundation for certainty, he rejected the authority of past knowledge. However, in the process of doubting all things, he realized that one fact remained beyond doubt: the fact that he was thinking. Although he could be deceived about the world, he could not be deceived about his own thoughts. Therefore, he concluded that his existence was proven by his capacity to think. This led him to famously declare, “I think, therefore I am.”
Sentence fluency isn’t just about how aesthetics — it affects reader comprehension and engagement. Fluent sentences pull the reader along like a steady current.
Spelling & grammar
The “spelling & grammar” category is for feedback about, well, spelling and grammar. This is the category to really get down into the nitty-gritty details of sentence structure. Are there run-on sentences, comma splices, sentence fragments, subject-verb disagreement, misplaced or dangling modifiers, unclear pronoun / antecedents, issues with parallelism etc.?
Read our full article on common grammar mistakes to learn more about each rule.
Voice
Voice refers to the unique style or personality of the author that shines through their writing, making it distinct and recognizable. A writer’s voice is shaped by their choice of words, their sentence structure, the rhythm of their text, and their perspective, bias, or attitude towards the subject matter.
Here are some things to consider when evaluating “voice”:
Tone
What attitude does the tone convey — is it formal or casual, serious or playful, sarcastic or sincere? The tone should establish the emotional framework, and signal the intention of the text. For example, is the piece persuasive or informative; descriptive or critical, narrative-based or opinion-based?
Moreover, what is the intended audience? Is the text, academic, professional, casual, creative, etc? Evaluate whether the tone matches the text’s goal and audience.
Language
Voice is often informed by the writer’s choice of language. Does the author use words that are formal or informal, technical or general, sophisticated or simple, vivid or vague etc.? The vocabulary and style needs to be consistent with the context of the piece. For example, professional or academic writing will have a lot of technical terms and industry jargon, whereas a magazine article should not.
Formal: The campaign was designed to maximize consumer engagement and brand awareness.
Informal: They made ads that would grab people’s attention and get the brand noticed.
Authority
In formal writing, the writer must demonstrate expertise on the subject. The reader needs to feel confident that the writer is knowledgeable, and that the information and arguments being presented are accurate and reliable.
Point of view
The writer should use a point of view that is appropriate style / context of their piece.
Is the text written in the first-person (”I / we”), second-person (”you”), or third-person (”he/she/it/they”)?
First-person creates an intimacy in the piece and is best used in personal narratives or essays, opinion writing, and other creative styles like poetry, fiction, and autobiographies.
Formal writing or academic essays should not be in the first person, because they are supposed to be neutral and impersonal.
Emotional impact
The voice of the text should evoke an intended emotional response in the reader — e.g. urgency, calmness, curiosity, wonder, skepticism etc. This doesn’t require overt emotional language; it can be subtle. However, a perceptible emotional undercurrent should run through the piece.
Above all, the voice must convey the writer’s interest in the subject. When the writer is engaged in a topic, their enthusiasm shines through and captivates the reader. Conversely, if the writer is disinterested in a topic, their apathy seeps through, leaving the reader to contend with dull, uninspired writing.
Word choice
Word choice is one of the most important feedback categories because a writer’s choice of words effects so much within a piece of writing. When reviewing someone’s work for word choice, you are evaluating how effectively selected words convey meaning, enhance the voice of the text, and suit the purpose & audience of the text.
You need to assess whether the writer has used the right word in the right place to convey the right meaning. Good word choice ensures understanding, whereas poor word choice muddies the meaning and confuses the reader.
Here are some things to consider when reviewing word choice:
Meaning and clarity
Does the writer use precise language that conveys a clear message? Is the wording explicit, sharp and vivid, or is it ambiguous, vague and obscure? The writer should use words that leave no doubt of the intended meaning in the reader’s mind. Take a look at this sentence:
The player made a big shot at the end of the game.
Do the words “the player,” “big shot,” and “end of the game” really tell the reader the whole story?
Steph Curry sank a three-pointer from the corner with just two seconds left on the clock, securing the win for the Golden State Warriors.
This revision does a much better job of filling out the details so the reader gets a clear picture of the action.
Right words for the right audience
The choice of words must be appropriate for the intended audience. If the piece is academic, the language should be formal, using technical terms and an elevated vocabulary that aligns with scholarly conventions. If it’s a creative piece, the language should be expressive, using descriptive words that evoke vivid images and stir up rich emotions.
Compare the word choice in these two sentences explaining lightning:
Lightning happens when electric energy builds up in a storm cloud and suddenly zaps down to the ground in a bright, crackling flash!
Lightning is the result of charge separation within a thundercloud, where an electrostatic discharge occurs between oppositely charged regions, often between the cloud and the ground, producing a rapid release of energy in the form of light, heat, and sound.
One would be more suited for a kid's book, the other in a scientific article.
Here are a few more examples of how word choice affects tone.
Formal: "This initiative holds substantial potential for long-term success."
Casual: "This plan could really work in the long run."
Formal: "It is essential to prioritize these tasks."
Casual: "We should focus on these tasks first."
Formal: "The findings suggest a correlation between these variables."
Casual: "The results show these things are connected."
Evaluate connotation
Words have a certain emotional association beyond their literal definition. Similar words can create different emotional responses (positive or negative) within the reader. As a reviewer, you need to assess if the connotation of the word fits the intended meaning. For example, consider these words:
"Confident" (positive, self-assured) vs. "Arrogant" (negative, overbearing)
"Determined" (positive, resolute) vs. "Stubborn" (negative, obstinate)
"Revolutionary" (positive, groundbreaking) vs. "Radical" (negative, extreme)
"Persistent" (positive, determined) vs. "Annoying" (negative, bothersome)
Review for imagery
Powerful writing contains words that evoke rich images and create an emotional resonance. When reviewing someone’s work, pay attention to whether you are drawn in by the language of the piece, or do the words just lie flat on the page.
The storm was strong.
The wind howled, rain lashed against the windows, and thunder shook the ground.
In formal writing, there is less of a need for image-rich wording, however, the sentences should contain clear and precise language, giving the reader a deeper understanding of the issues / topic being addressed.
The war caused big changes in the country, affecting its economy and politics.
The war triggered profound economic and political upheaval, leading to widespread industrial decline and a restructuring of governmental power.
Learn more about Essay's feedback features: