1) The confusion after receiving feedback: Why can't I make changes even though I "understand" it?
International students often encounter these typical pain points when reading assignment comments:
- The language is "euphemistic English".“Teachers won't directly say "You wrote it wrong," but rather use more academic and euphemistic expressions like "unclear / could be strengthened / consider…". You may understand the literal meaning, but it's difficult to judge the severity and how to correct it.
- The comments are too abstract.For example, phrases like "needs critical analysis" and "more depth" sound like directions, but lack specific concrete actions.
- I don't know to what extent it will be changed.Is changing one or two sentences enough? Should we rewrite the entire paragraph? Should we add references?
- Feedback is scattered in multiple places.The annotations, overall comments, and Rubric are all talking over each other, and merging them takes a lot of time.
- Afraid that things will get worse the more you change themEspecially when it comes to language polishing and structural rearrangement, there's a concern that the revised version might break the logical flow or stray from the topic.
If you're like this, it's not that you're incapable, but rather that you lack a process for "translating feedback into action."
2) Common Feedback Types Breakdown: Which type of question is the teacher referring to?
Categorizing teacher comments by "problem level" makes it easier to determine priorities and methods for improvement.
A. Task Achievement/Off-Topic
Typical signals:
- “"doesn't fully address the question"”
- “"Needs to focus on..."”
- “scope is too broad/narrow”
Meaning: No matter how fluently you write, you may not get a high score because your direction is not aligned with the requirements of the question.
B. Argument & Logic
Typical signals:
- “"argument is not clear/convincing"”
- “needs a clearer line of reasoning”
- “"claims need support"”
Meaning: The viewpoint is not clear enough, the reasoning is disjointed, the conclusion is drawn too quickly, or there is a lack of a chain of evidence.
C. Critical Analysis
Typical signals:
- “more critical engagement”
- “needs deeper analysis, not just description”
- “evaluate/compare perspectives”
Meaning: You may be "summarizing the material", but the teacher wants you to "explain the reasons + evaluate the significance + weigh the advantages and disadvantages".
D. Evidence & Referencing
Typical signals:
- “"insufficient evidence"”
- “needs more recent sources”
- “citation needed/referencing errors”
Meaning: Either the material is not authoritative or up-to-date enough, or there are problems with the citation format and academic norms.
E. Structure and Coherence
Typical signals:
- “structure could be improved”
- “Paragraphing is unclear.”
- “signposting needed”
Meaning: It's not that the content is bad, but that the readers can't keep up with your writing style.
F. Language and Expression (Academic Style & Clarity)
Typical signals:
- “"awkward wording / unclear expression"”
- “"too informal"”
- “grammar issues affect clarity”
Meaning: Language issues affect comprehension, or academic terminology is not appropriate.
3) Translation table for "Feedback → Modify Action" (can be copied directly)
The table below transforms abstract comments into "what to do next". You can think of it as... how to use feedback to improve assignment A practical checklist.
| Teachers often use feedback expressions | What teachers really want | Specific modification actions (executable) |
|---|---|---|
| “"Unclear / confusing"” | The reader doesn't understand what you're saying or which point you're answering. | Rewrite the topic sentence; clearly state "what this paragraph is trying to prove" in the first sentence of each paragraph; delete unnecessary clauses; replace "this/it/thing" with more specific nouns. |
| “More depth” / “needs deeper analysis” | You're only describing, without explanation or deduction. | Each paragraph should include at least: Why + Impact + Evidence; include one contrasting or counterexample. |
| “Needs critical analysis” | Don't just restate the literature; evaluate it. | For key sources, write: What are its assumptions? What are its applicable conditions? What are its limitations? What points of conflict does it have with another viewpoint? Which side are you on? |
| “Too descriptive” | You're describing what happened, but not explaining the meaning. | Compress the "what happened" section into 1-2 sentences, and allocate the space to "why it's important/how you prove your point."“ |
| “Support your claims” | The viewpoint is unsupported by evidence. | Each claim should be followed by: data/research findings/course readings; citations; and supplementary case studies or charts as needed. |
| “"Needs clearer structure"” | The article's structure is unclear. | Rearrange the outline: the introduction should include thesis and roadmap; the main body should be divided into paragraphs with 2-4 main arguments; each paragraph should end with a mini-conclusion connecting to the next paragraph. |
| “Link to the question” | You did not continue to respond to the question. | Add a sentence at the end of each paragraph that reads "How does this answer the question?"; include the keywords from the question in the topic sentences of each paragraph. |
| “"Define key terms"” | The lack of definition of concepts led to a rambling discussion. | Provide a definition in the introduction or where it first appears; explain which scholar/textbook definition you are using and why. |
| “Consider counterarguments” | The argument is one-sided and lacks credibility. | Add a paragraph or subsection: Present the strongest opposing viewpoint + How you would respond/compromise. |
| “Referencing issues” | The citation format or citation location does not meet the requirements. | Consistent citation style (APA/Harvard, etc.); complete page numbers/years; verify consistency between in-text and reference list. |
| “"Too informal"” | Insufficient academic style | Remove colloquial words (a lot, kind of, I think); replace them with academic verbs (suggest, indicate, demonstrate). |
| “"Wordy / repetitive"” | Sentences are too long and contain repetitive information. | Delete 10-20% from each paragraph: merge repetitive sentences; divide each topic into paragraphs; break long sentences; remove empty words (it is important to note that). |
How to use: Paste the teacher's original words into the left column, and then check the "actions" one by one in the right column. You will find that most feedback can be translated into specific changes.
4) DiffMind How can I help you turn feedback into a high-scoring edit?
If you're always trying to "guess what the teacher wants," you'll be very inefficient. The value of DiffMind lies in breaking down comments, implementing them practically, and making changes traceable.
4.1 Explaining Feedback: Translating "euphemisms" into actionable points
- Categorize teacher comments by type (structure/argumentation/evidence/language, etc.)
- Interpreting abstract terms (such as critical, depth, coherence) into clear standards
- Prioritize the issues: identify which are the "major issues" affecting the score, and which are the "minor issues" that only need polishing.“
4.2 Provide revision suggestions: directly corresponding to paragraphs and sentences.
- For each feedback, provide a "modification strategy + example modification" (e.g., what evidence needs to be added, how to rewrite the topic sentence).
- Provide suggestions for more academic alternative expressions (keep your original meaning intact, don't arbitrarily change your viewpoint).
- Based on the question requirements, you may be prompted whether you need to supplement the definition, opposing viewpoint, methodological explanation, etc.
4.3 Comparing the before and after versions: This lets you know "what was changed and why it's better".“
- Automatically generates before-and-after comparisons, highlighting newly added/deleted content.
- Map each change to a corresponding feedback to avoid "making changes for a long time but not getting the feedback right".“
- Quickly review your work: Which changes truly strengthened the argument, and which were merely literal embellishments?
5) Modify the checklist (check off each item before submitting the assignment).
Using the following as the final quality inspection process can significantly reduce the number of situations where "changes were made but no improvement was made":
A. Answer the question (highest priority)
- The introduction clearly answers the question: What do I advocate (thesis)?
- Does each paragraph explain "how this paragraph answers the question"?
- There are no lengthy background introductions that are off-topic or irrelevant to the question.
B. Quality of Argumentation
- Each paragraph has a clear topic sentence (state the conclusion of the paragraph first).
- Each core claim is supported by evidence (documents/data/case studies).
- Address at least one opposing viewpoint and provide a response.
- There are logical connections between the paragraphs (therefore/however/furthermore).
C. Critical Analysis
- It's not just about summarizing the literature, but about evaluating viewpoints (advantages/limitations/applicability).
- It has mechanisms for comparison, weighing, or explanation (why & so what).
- The conclusion is not a repetition of the introduction, but rather a derivation based on the argument.
D. Structure and Expression
- The introduction includes a roadmap (telling the reader how the story unfolds).
- The paragraphs were of moderate length, with no paragraphs crammed with too many dots.
- Use clear and concise language, avoiding colloquialisms and lengthy sentences.
- Keywords and terms are defined when they first appear.
E. Citations and Formatting
- In-text citations are consistent with the bibliography and format is uniform.
- All relevant citations were used (especially for data, definitions, and other people's viewpoints).
- Meet the requirements for word count, line spacing, font, and submission format.
In conclusion: By turning feedback into "executable steps," you've mastered the logic of improving your scores.
Real improvement isn't about "making more changes," but about learning how to improve. how to use feedback to improve assignmentFirst, determine the type and priority of the comments. Then, translate abstract suggestions into concrete actions. Finally, use version comparison to confirm that each revision serves the grading criteria. You'll find that when you can translate the teacher's words into an action list, revision is no longer a painful guessing game.
