Summary: As graduate students, we are no strangers to the range of emotions that feedback on our own written work can evoke. As teachers and TAs, we are (or will become) all too familiar with the anxieties and responsibilities that come with written assignments to be graded. How can we strike the best possible balance when it comes not just to grading, but to giving feedback on students’ written work: how can we respond clearly, efficiently, and sufficiently to students’ written work in a way that helps them improve their performance on essays and written work? How can we use feedback on writing to help students better understand course material or general writing skills (or should we)? In this workshop, we will explore the benefits and drawbacks of various methods, types, and mediums of feedback, and will discuss how to tailor them to suit particular types of assignments.