Examining evaluative language used in assessment feedback on business students’ academic writing

Written assessment feedback in higher education has been examined from different perspectives. However, there is limited empirical evidence of how tutors use language to provide on students’ assessed academic writing. By deploying the rarely used Appraisal framework Systemic Functional Linguistics, this innovative study evaluative by undergraduate business writing two assignments at a distance university. The data consisted 16 tutor summaries eight written and interviews with those students. system Attitude ( Judgement, Appreciation Affect ) was analyse summaries. analysis student provided insights into their perceptions feedback, complementing linguistic analysis. findings suggest that tutors’ primarily judge students rather than appreciate assignment, show emotional reactions, potentially owing learning context. Additionally, while most perceived positively, found certain types less helpful. paper implications for moving research forward through applying framework, improving strategies formative practices assessment. • Examines assignments. Investigates innovatively an SFL Perspective (Appraisal framework). Feedback focus behaviour Tutor’s choice can affect experiences.