Abstract

This study presents the case of two scholars from different fields of study that participated in a three-year training program designed to provide support and academic writing feedback to students. The participants took three annual feedback workshops and they supported their students’ writing processes through a course. They were interviewed about their experiences at the end of each term. Analyses of the interviews revealed that scholars modified their feedback practices progressively and that they identified the usefulness of using questions, suggestions, and instructions. The participants focused on the learning of the discursive genre most valued in their respective fields while enhancing their understanding of learning and teaching academic writing. In conclusion, the academic writing feedback-training program for university professors highlights an increased focus on student learning and enriches the professor’s academic writing feedback and delivery.