In 2018 when I was at CMU, I was awarded the Graduate Student Teaching Award from the English Department, based on the strength of my portfolio and several confidential recommendation letters. The award committee wrote: "The enthusiastic comments and the extensive letters from students clearly demonstrate that you have impacted many students here at Carnegie Mellon University in a profound way. We saw you as a strong 'ambassador' who has been particularly successful connecting what we do in teaching writing to other kinds of research in the university. Your evaluations are consistently outstanding. We were all extremely impressed with the care and comprehensiveness of your portfolio." I was also then a nominee for CMU's University-wide teaching award, where my portfolio was commended as well: "It's clear from your nomination packet that CMU students are lucky to have you as an instructor."

When I worked at Princeton, there was an expectation that we offer extensive feedback on students' drafts via in-line notes and a summative letter (and then follow up with a 30-min meeting with the student). When I knew I would be leaving, I wanted to remember how much effort and skill it took to deliver this kind of care and attention to a writer's work, especially at classroom scale. This degree of attention is rare for people at all levels to receive (and even rarer to see the making-of). So I partnered with a student to document. I made a play-by-play video of my process of giving feedback. (Yes, it's feature film length!) And my student Eugene created a video as well showing how he received feedback.