 How many times a day do we do high five to a student? How many times do we say, you're doing a great job. You're working so hard. And so before writing, it's really important that we know what the students are writing about, that we've set a topic for today's writing. Because otherwise, I can't be informative. If I have no clue what you're writing about, I can't help look at what you've generated and give you informative feedback. But if I know that today you are writing about the fact that your mother was gone for two weeks, or today you're writing an email to your father and you want to tell him what you did this morning, or today you're writing about going to the movie Shrek. If I know that background information that I can give you informative feedback. So before we write, we set a topic so that I know what you're writing about. During writing, I do give you that reinforcement feedback. I tell you, I say, wow, you're really working hard. I don't do it a lot because I don't want to interfere. But I give you a little bit of reinforcement feedback. Afterwards, you stop writing and I say, oh, you did such a great job. And then I start looking at it and I give you evaluative feedback. For example, I look at it and I say, oh my gosh, look. You were writing about the movie and I see an M here for movie. Or I can say, oh my goodness, I see some letters in here that are in your friend's names. Point to a letter. And we're gonna see if it's any of your friend's names. And then the student points to the P and I say P. Oh my gosh, P is for Patty. We gotta tell her Patty. Jake wrote a P for Patty today when he was writing. So I can find ways to give informative feedback if I know the topic and if I know your life and I can connect to your life. It's way more powerful if we use informative feedback instead of just reinforcement feedback.