Abstract
One way to examine whether or not there is a match between tutor intentions and student perceptions is to focus on the feedback given to students. This paper presents a move analysis of a corpus of written feedback provided to postgraduate students enrolled in a part-time Education program. This paper focuses on the discussion of the information types found in written feedback, the patterns of organising such information and the linguistic preferences that signal tutor intentions. The paper is relevant to researchers in discourse analysis and tutors providing assessment feedback.
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