This article takes up issues raised in Mirador’s article ‘A move analysis of written feedback in higher education’ (Mirador, 2000). It examines tutor-written feedback in terms of genre analysis (Swales, 1990), and modifies Mirador’s account of the repertoire of ‘moves’ that constitute feedback as a genre. It discusses the question of how far students identify with or share in the discourse community which produces feedback. The argument is that they do not, and that the genre of feedback is negatively reinforced by audit culture in assessment. The conclusion suggests ways forward to make feedback more effective.
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