Dressler, RoswitaChu, Man-WaiCrossman, KatieHilman, Brianna2021-02-172021-02-172019-01Dressler, R., Chu, M. W., Crossman, K., & Hilman, B. (2019). Quantity and quality of uptake: Examining surface and meaning-level feedback provided by peers and an instructor in a graduate research course. Assessing Writing, 39, 14-24.http://hdl.handle.net/1880/113099https://doi.org/10.11575/PRISM/46326We examine the quantity and quality of uptake of surface-level and meaning-level feedback provided by peers and an instructor on writing assignments in an online graduate-level research course at a North American English-medium university. In this study, the instructor and peers (9 graduate students) endeavored to provide feedback that was timely, specific and embedded in writing (Wolsey, 2008). Students integrated this feedback on their writing assignments approximately 84.89% of the time, with the rate of uptake for instructor-provided feedback slightly higher than that of peer-provided feedback. This study also found that students addressed surface-level feedback focusing on writing mechanics, more frequently than meaning-level feedback, which focuses on argumentation, flow, and content. Overall, instructor surface-level feedback was most likely to be taken up, peer meaning-level feedback items was least likely. These results reveal the need for student training in the provision and uptake of feedback in online graduate contexts and beyond.engUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.Formative FeedbackGraduate StudiesPeer FeedbackInstructor FeedbackUptakeGraduate-level Writingjournal articlehttp://dx.doi.org/10.1016/j.asw.2018.11.001